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INSTRUCTOR’S MANUAL
Assessment of Children and Youth with Special Needs
By Libby G. Cohen, Loraine J. Spenciner
5th edition
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Table of Contents
Introduction to this manual iv
Sample Course Syllabus v
Chapter Overviews, Outlines, and Teaching Activities
Chapter 1 Understanding Assessment 1
Chapter 2 Response to Intervention 4
Chapter 3 Assessment Framework 7
Chapter 4 Involving Families 9
Chapter 5 Reliability and Validity
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12
Chapter 6 Developing Technical Skills 15
Chapter 7 Test Interpretation and Report Writing 19
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
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Chapter 13 Oral Language 33
Chapter 14 Mathematics 36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence
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40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
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Case Studies and Suggested Activities 45
131
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Introduction to the Instructor’s Manual
Purpose of this manual:
This manual has been designed to accompany the textbook, Assessment of Children and Youth with
Special Needs 5/e, by Libby G. Cohen and Loraine J. Spenciner. The faculty resources in this instructor’s
manual include a sample course syllabus, chapter overviews and objectives, key terms, chapter outlines,
teaching activities, test banks, and case studies. Instructors may also find PowerPoint slides for each
chapter. These slides identify key points within chapters and may be used to accompany class lectures or
to promote class discussions.
ST
This manual is divided into the following sections:
• Introduction to the instructor’s manual
• Sample course syllabus
• Chapter overviews, including key terms, outlines, and teaching activities
U
• Case studies and suggested activities
• Test bank
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YL
AB
iii
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Assessment of Children and Youth with Special Needs
Syllabus
Instructor:
Office Hours:
Telephone:
E-mail: Web site: Facebook: Twitter:
Course Description
In this course, students will develop an understanding of the assessment process. Various approaches to assessment
will be explored including: norm–referenced standardized tests; curriculum-based assessment and measurement,
criterion-referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews,
ST
and conferences.
Expected Outcomes
Upon completion of this course, the student will be able to demonstrate:
1. knowledge of the impact of federal legislation on assessment procedures.
2. a basic understanding of the assessment process.
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3. a basic understanding of statistical techniques used in test construction and interpretation.
4. the ability to identify the strengths and weaknesses of formal measures used to assess individuals with
special needs.
5. an understanding of the effects of race, class, culture, gender, and disability on the assessment process.
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6. use of alternative approaches to assessment.
7. an ability to communicate results of assessment procedures.
Required Text
YL
Cohen, L. G., & Spenciner, L. J. (2015). Assessment of Children and Youth with Special Needs 5/e. Upper Saddle
River, NJ: Pearson Education.
Course Requirements
1. Reaction report – alternative assessment
Each student is required to complete one reaction report. The reaction report will critique two (2) articles on the
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topic of alternative assessment (e.g., performance-based assessment, informal tests, portfolio assessment,
curriculum-based assessment, etc.) The articles will be chosen by the student. Articles may be chosen from a variety
of scholarly journals or chapters from books. Papers are to be 4 to 5 pages in length and include:
a) Summary statement about the articles. This would be similar to a one-paragraph abstract found in
most scholarly journals.
b) A reaction to the content of the articles. This should focus on your reaction to the articles and the
impact on you and the profession. A more scholarly response of comparing the articles’ content
with that of other expert opinion is perfectly acceptable.
2. Completion of two testing papers. You may choose any commercially published test that might be
appropriate to your present or future professional occupation. This paper includes the following elements:
a) Test selection and evaluation
1. name of test 10. scoring
2. author 11. accessories and interpretation devices
3. publisher 12. reliability
kjhgfds
INSTRUCTOR’S MANUAL
Assessment of Children and Youth with Special Needs
By Libby G. Cohen, Loraine J. Spenciner
5th edition
ST
U
D
YL
AB
kjhgfds
, lkjhgfds
Table of Contents
Introduction to this manual iv
Sample Course Syllabus v
Chapter Overviews, Outlines, and Teaching Activities
Chapter 1 Understanding Assessment 1
Chapter 2 Response to Intervention 4
Chapter 3 Assessment Framework 7
Chapter 4 Involving Families 9
Chapter 5 Reliability and Validity
ST
12
Chapter 6 Developing Technical Skills 15
Chapter 7 Test Interpretation and Report Writing 19
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
U
Chapter 13 Oral Language 33
Chapter 14 Mathematics 36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence
D
40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
YL
Case Studies and Suggested Activities 45
131
AB
kjhgfds
, lkjhgfds
Introduction to the Instructor’s Manual
Purpose of this manual:
This manual has been designed to accompany the textbook, Assessment of Children and Youth with
Special Needs 5/e, by Libby G. Cohen and Loraine J. Spenciner. The faculty resources in this instructor’s
manual include a sample course syllabus, chapter overviews and objectives, key terms, chapter outlines,
teaching activities, test banks, and case studies. Instructors may also find PowerPoint slides for each
chapter. These slides identify key points within chapters and may be used to accompany class lectures or
to promote class discussions.
ST
This manual is divided into the following sections:
• Introduction to the instructor’s manual
• Sample course syllabus
• Chapter overviews, including key terms, outlines, and teaching activities
U
• Case studies and suggested activities
• Test bank
D
YL
AB
iii
kjhgfds
, lkjhgfds
Assessment of Children and Youth with Special Needs
Syllabus
Instructor:
Office Hours:
Telephone:
E-mail: Web site: Facebook: Twitter:
Course Description
In this course, students will develop an understanding of the assessment process. Various approaches to assessment
will be explored including: norm–referenced standardized tests; curriculum-based assessment and measurement,
criterion-referenced assessments, performance-based, authentic, and portfolio assessment; observations, interviews,
ST
and conferences.
Expected Outcomes
Upon completion of this course, the student will be able to demonstrate:
1. knowledge of the impact of federal legislation on assessment procedures.
2. a basic understanding of the assessment process.
U
3. a basic understanding of statistical techniques used in test construction and interpretation.
4. the ability to identify the strengths and weaknesses of formal measures used to assess individuals with
special needs.
5. an understanding of the effects of race, class, culture, gender, and disability on the assessment process.
D
6. use of alternative approaches to assessment.
7. an ability to communicate results of assessment procedures.
Required Text
YL
Cohen, L. G., & Spenciner, L. J. (2015). Assessment of Children and Youth with Special Needs 5/e. Upper Saddle
River, NJ: Pearson Education.
Course Requirements
1. Reaction report – alternative assessment
Each student is required to complete one reaction report. The reaction report will critique two (2) articles on the
AB
topic of alternative assessment (e.g., performance-based assessment, informal tests, portfolio assessment,
curriculum-based assessment, etc.) The articles will be chosen by the student. Articles may be chosen from a variety
of scholarly journals or chapters from books. Papers are to be 4 to 5 pages in length and include:
a) Summary statement about the articles. This would be similar to a one-paragraph abstract found in
most scholarly journals.
b) A reaction to the content of the articles. This should focus on your reaction to the articles and the
impact on you and the profession. A more scholarly response of comparing the articles’ content
with that of other expert opinion is perfectly acceptable.
2. Completion of two testing papers. You may choose any commercially published test that might be
appropriate to your present or future professional occupation. This paper includes the following elements:
a) Test selection and evaluation
1. name of test 10. scoring
2. author 11. accessories and interpretation devices
3. publisher 12. reliability
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