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Assessing Students with Special Needs, 3/E
John J. Venn, University of North Florida

ISBN-10: 0131101498
ISBN-13: 9780131101494

Publisher: Merrill
Copyright: 2004
Format: Cloth; 656 pp
Status: Out of Print

Suggested retail price: $108.00
This item is out of print and is no longer available for purchase.

For courses in Assessment of Students with Special Needs.

With a new focus on curriculum-based assessment, this easy-to-follow text provides all of the information future teachers need in order to make optimal use of formal and informal assessments to inform and improve daily instructional practice in the classroom. The only text on the market to explicitly link assessment to IEPs, it focuses primarily on students with mild to moderate disabilities, while including significant material appropriate for the assessment of those with severe disabilities. In short, this one volume incorporates ways to use formal and informal assessments, tests, and measurements to help students of all ages, all grade levels, and all abilities grow, develop, and learn to the maximum extent possible.

  • NEW - CEC and PRAXIS standards—Integrated throughout the text at the end of each chapter.
  • NEW - Focus on curriculum-based assessment processes and procedures—Throughout the material.

    • Ensures students learn the most current assessment strategies being used in the educational field—helps them prepare to meet the expectations of pupils, parents, colleagues and administrators.

  • NEW - Expanded coverage of assessment of students with ADHD—Encompassing all of the commercially available tools for assessing these students.

    • Familiarizes future teachers with what's already available—explains the rationale for these tools so that students can develop their own measurements.

  • NEW - Complete coverage of the latest laws and regulations—Addressing its impact, positive and negative, on assessment of special needs students.

    • Ensures students understand the legal requirements of assessment—exposes them to current ideals and expectations of their profession.

  • NEW - Boxed Diversity Features —One or more in every chapter.

    • Encourages students to learn assessment that's respectful of cultural and linguistic differences—promotes procedures for creating unique non-biased tools and removing bias from existing materials.

  • NEW - Technology Focus boxes—In every chapter.

    • Introduces students to the latest technological tools for special needs assessment—including innovative measurements, contemporary tests, and Internet resources.

  • Four chapters on assessing academic achievement in the classroom—Including tools for assessing reading, writing, math, and overall academic achievement.

    • Equips future teachers with practical tools for use during actual class time—helps them target specific challenges learners face in day-to-day schoolwork.

  • A chapter on portfolio assessment.

    • Introduces readers to numerous ways to use this authentic assessment tool with challenged learners.

  • A chapter on assessment in inclusive settings.

    • Highlights the unique demands of assessing students with special needs in the context of a regular education classroom—readies students to adapt known strategies and create new ones to meet specific challenges.

  • A list of major curriculum-based assessment strategies addressed in the text—Immediately following the Table of Contents.

    • Serves readers as an advance organizer—identifies, quickly and clearly, what's covered in the text, and where; aids review at exam time or serves as a guideline for additional research.

  • A Curriculum-Based Assessment Index and a Test Index —At the end of the text.

    • Provides a complete reference to all of the measurements and tests examined in the text—creates a handy study aid for students at exam time, plus a helpful resource for practicing teachers.

  • Assessment Instrument Review Tables —After each instrument chapter (Chapters 7 - 17).

    • Presents characteristics of each of the chapter's assessment instruments—helps students review each chapter and gauge their understanding of content.

  • Objectives, an Overview, and a Vignette —At the start of each chapter.

    • Focuses students' attention on the key concepts to be addressed—helps them put chapter material into the context of real people's experience.

  • CEC and PRAXIS standards—Integrated throughout the text at the end of each chapter.
  • Focus on curriculum-based assessment processes and procedures—Throughout the material.

    • Ensures students learn the most current assessment strategies being used in the educational field—helps them prepare to meet the expectations of pupils, parents, colleagues and administrators.

  • Expanded coverage of assessment of students with ADHD—Encompassing all of the commercially available tools for assessing these students.

    • Familiarizes future teachers with what's already available—explains the rationale for these tools so that students can develop their own measurements.

  • Complete coverage of the latest laws and regulations—Addressing its impact, positive and negative, on assessment of special needs students.

    • Ensures students understand the legal requirements of assessment—exposes them to current ideals and expectations of their profession.

  • Boxed Diversity Features —One or more in every chapter.

    • Encourages students to learn assessment that's respectful of cultural and linguistic differences—promotes procedures for creating unique non-biased tools and removing bias from existing materials.

  • Technology Focus boxes—In every chapter.

    • Introduces students to the latest technological tools for special needs assessment—including innovative measurements, contemporary tests, and Internet resources.

PART I: THE ASSESSMENT PROCESS.

 1. Defining and Describing the Assessment of Students with Special Needs.

 2. Steps in the Assessment Process.

 3. Inclusive Assessment.

PART II: ASSESSMENT CONCEPTS AND SKILLS.

 4. Practical Measurement Concepts.

 5. Test Scores and What They Mean.

 6. Selecting and Using Assessment Instruments.

PART III: ASSESSING GENERAL PERFORMANCE.

 7. Assessing Intelligence.

 8. Developmental Assessment.

 9. Assessing Perception, Learning Styles, and Motor Proficiency.

10. Language and Bilingual Assessment.

11. Assessing Behavior.

12. Adaptive Behavior.

13. Career and Vocational Assessment.

PART IV: ASSESSING ACADEMIC ACHIEVEMENT.

14. Assessing Academic Achievement: Overall Performance.

15. Assessing Reading Achievement.

16. Assessing Mathematic Achievement.

17. Assessing Written Expression.

18. Portfolio Assessment.

Answer Key.

Glossary.

Indexes.

    Known for its practical, applied approach, the fourth edition of John Venn's Assessing Student's with Special Needs continues to focus on how teachers can use assessment as a guide to instruction.  This noteworthy revision focuses on what teachers really need to know to include assessment in the curriculum.  Coverage includes all of the core information expected of an assessment text, but the book goes far beyond the basics by addressing multicultural considerations, technology and assessment, high-stakes testing, and the reauthorization of IDEA.  The book clearly shows how assessment is more than giving a test to a child, but is an essential tool for teachers as they help students achieve, learn, develop, and grow.

  • 0131712969Assessing Students with Special Needs, 4/E
    Venn
    © 2007 | Merrill | Cloth; 528 pages | Instock
    ISBN-10: 0131712969 | ISBN-13: 9780131712966
    Brief Description | Buy from myPearsonStore

This comprehensive, yet straightforward text covers the processes and procedures for assessing students with special needs at all age levels, beginning with preschoolers and continuing into adulthood. A broad range of performance levels is also discussed, including mild, moderate, and severe disabilities. Unique features include:

  • Strong coverage of curriculum-based assessment integrated throughout the text (emphasis in Part IV), including a discussion of portfolio assessment.
  • A case or mini-scenario at the beginning of each chapter to help facilitate reader comprehension and understanding of core chapter content.
  • Diversity and technology issues meaningfully integrated into each chapter to make the discussion relevant to the topic at hand.
  • Issues, content, and concepts related to specific CEC and PRAXIS standards addressed in each chapter; a listing of these standards can be found at the end of each chapter.
  • Many resources for study and research offered at the author's website (http://www.johnvenn.com) and the Merrill Education Special Education Resources website (http://www.prenhall.com/venn).

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