wertyuio
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 12
Chapter 6 Developing Technical Skills
M
15
Chapter 7 Test Interpretation and Report Writing 19
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
EL
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
Chapter 13 Oral Language 33
Chapter 14 Mathematics
AN
36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence 40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
IE
Case Studies and Suggested Activities 45
Test Bank 69
??
Answer Key 131
??
ii
, wertyuio
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.
M
This manual is divided into the following sections:
• Introduction to the instructor’s manual
EL
• Sample course syllabus
• Chapter overviews, including key terms, outlines, and teaching activities
AN
• Case studies and suggested activities
• Test bank
IE
??
??
iii
, wertyuio
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,
and conferences.
M
Expected Outcomes
Upon completion of this course, the student will be able to demonstrate:
EL
1. knowledge of the impact of federal legislation on assessment procedures.
2. a basic understanding of the assessment process.
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
AN
special needs.
5. an understanding of the effects of race, class, culture, gender, and disability on the assessment process.
6. use of alternative approaches to assessment.
7. an ability to communicate results of assessment procedures.
Required Text
IE
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
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
iv
, wertyuio
4. date of publication 13. validity
5. purpose 14. your reaction to the test
6. abilities measured
7. test forms (designation)
8. norms
9. quality of manual directions
b) Summary of critical review of the test from Mental Measurements Yearbook or Test Critiques.
c) Administration and scoring of the test – within the text of your paper, describe the administration
of the test. Give the information about examinee’s age, grade, and gender. Were you able to
achieve a satisfactory rapport with the examinee? What was the behavior of the examinee during
the test? Report test scores. Analyze the types of errors and strengths.
d) Interpretation of the test results including recommendations for instruction. This is a critical
section of your paper. You should summarize the results, identify specific strengths and needs,
M
and develop specific recommendations for instruction.
e) A copy of the test protocol or test form. You must use pseudonyms for the student’s name,
teacher’s name, and the name of the school. Where appropriate, you are required to obtain
EL
permission for testing.
3. In-class performance-based assignment. Several problems and mini-case studies will be presented and you
will be required to respond to them.
AN
4. Completion of one of the following final projects:
a) Issue paper.
Suggested topics include, but are not limited to the following: the use of observations in
assessment; assessing the physical, learning or social environment; performance-based
IE
assessment; curriculum-based measurement; culture-fair testing; and informal tests. The paper
should be 8-10 pages in length and use at least 10 scholarly references.
b) Case study.
??
c) Handbook for parents or teachers on assessment.
d) Resource guide on assessment. Summarize the purpose of each resource listing organizations’ toll
??
free numbers and web sites.
e) An alternative assessment tool.
f) Other (suggestions are welcome!)
Several of these projects are appropriate for group work. If you decide to work on a group project, you must explain
the roles and responsibilities of each member of the group. All group members will receive the same grade.
5. Self-Reflection Statement
Write a letter to me describing what you have learned in this course and the usefulness of the course to your
professional development.
NOTE: All papers must be typed double- spaced. All students must use the Publication Manual of the American
Psychological Association as a guide in the preparation of their papers. Students are expected to write clearly,
express ideas concisely, and proofread their papers for correct spelling, grammar, and punctuation.
v
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 12
Chapter 6 Developing Technical Skills
M
15
Chapter 7 Test Interpretation and Report Writing 19
Chapter 8 Observing, Interviewing, and Conferencing 21
Chapter 9 Behavior 24
EL
Chapter 10 Achievement: Overall Performance 26
Chapter 11 Reading 29
Chapter 12 Written Language 31
Chapter 13 Oral Language 33
Chapter 14 Mathematics
AN
36
Chapter 15 Performance-based, Authentic, and Portfolio Assessment 38
Chapter 16 Intelligence 40
Chapter 17 Young Children 42
Chapter 18 Youth in Transition 44
IE
Case Studies and Suggested Activities 45
Test Bank 69
??
Answer Key 131
??
ii
, wertyuio
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.
M
This manual is divided into the following sections:
• Introduction to the instructor’s manual
EL
• Sample course syllabus
• Chapter overviews, including key terms, outlines, and teaching activities
AN
• Case studies and suggested activities
• Test bank
IE
??
??
iii
, wertyuio
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,
and conferences.
M
Expected Outcomes
Upon completion of this course, the student will be able to demonstrate:
EL
1. knowledge of the impact of federal legislation on assessment procedures.
2. a basic understanding of the assessment process.
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
AN
special needs.
5. an understanding of the effects of race, class, culture, gender, and disability on the assessment process.
6. use of alternative approaches to assessment.
7. an ability to communicate results of assessment procedures.
Required Text
IE
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
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
iv
, wertyuio
4. date of publication 13. validity
5. purpose 14. your reaction to the test
6. abilities measured
7. test forms (designation)
8. norms
9. quality of manual directions
b) Summary of critical review of the test from Mental Measurements Yearbook or Test Critiques.
c) Administration and scoring of the test – within the text of your paper, describe the administration
of the test. Give the information about examinee’s age, grade, and gender. Were you able to
achieve a satisfactory rapport with the examinee? What was the behavior of the examinee during
the test? Report test scores. Analyze the types of errors and strengths.
d) Interpretation of the test results including recommendations for instruction. This is a critical
section of your paper. You should summarize the results, identify specific strengths and needs,
M
and develop specific recommendations for instruction.
e) A copy of the test protocol or test form. You must use pseudonyms for the student’s name,
teacher’s name, and the name of the school. Where appropriate, you are required to obtain
EL
permission for testing.
3. In-class performance-based assignment. Several problems and mini-case studies will be presented and you
will be required to respond to them.
AN
4. Completion of one of the following final projects:
a) Issue paper.
Suggested topics include, but are not limited to the following: the use of observations in
assessment; assessing the physical, learning or social environment; performance-based
IE
assessment; curriculum-based measurement; culture-fair testing; and informal tests. The paper
should be 8-10 pages in length and use at least 10 scholarly references.
b) Case study.
??
c) Handbook for parents or teachers on assessment.
d) Resource guide on assessment. Summarize the purpose of each resource listing organizations’ toll
??
free numbers and web sites.
e) An alternative assessment tool.
f) Other (suggestions are welcome!)
Several of these projects are appropriate for group work. If you decide to work on a group project, you must explain
the roles and responsibilities of each member of the group. All group members will receive the same grade.
5. Self-Reflection Statement
Write a letter to me describing what you have learned in this course and the usefulness of the course to your
professional development.
NOTE: All papers must be typed double- spaced. All students must use the Publication Manual of the American
Psychological Association as a guide in the preparation of their papers. Students are expected to write clearly,
express ideas concisely, and proofread their papers for correct spelling, grammar, and punctuation.
v
