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Classroom Assessment for Students in Special and General Education, 3rd edition

Published by Pearson (February 25, 2011) © 2012

  • Cathleen G Spinelli Saint Joseph's University

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  • Chapter One features a comprehensive description of how assessment is used in the process of Response to Intervention (RTI) and Early Intervention Services (EIS).
  • Every chapter has a comprehensive overview of classroom assessments that are well-suited for progress monitoring in both general education and special education classes. Each assessment includes a full description, a rationale, administration guidelines, and instructions. Explicit examples and directions to help teachers modify or develop tests of their own; scoring procedures and ways to rank, monitor, and chart progress are also included. 
  • Features essential techniques and examples for writing IEPs, performance reports, and reports to parents with specific suggestions on how to connect assessment results to intervention planning, writing the IEP, and lesson development. Clear illustrations, examples, and model reports are included. Featured in Chapters 3 and 4.

  • NEW! The text now features a revised and expanded coverage of curriculum-based assessment measures and how they align with universal screening and ongoing monitoring of methods that document student progress.
  • NEW! A major focus, throughout the text, on the practical application of assessment results; how these results are used to formulate classroom intervention and individual education plans (IEPs); how results can be charted, graphed, and shared with students and their families; and the importance of planning ongoing progress monitoring strategies.
  • NEW! The textbook organization has been revamped, now featuring four parts: Overview of the RTI and Special Education Process; Types of Assessment; Basic Skills and Content-Subject Assessment; and Special Focus Assessment.
  • NEW! All chapters have been updated and several have been substantially revised.

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Brief Table of Contents

Part 1: OVERVIEW OF THE RTI AND SPECIAL EDUCATION PROCESS 

Chapter 1:  Early Intervening Services: Implementing Response to Intervention for Students who are At-Risk   

Chapter 2:  The Special Education Process: Assessment for Referral, Classification, Placement and Programming

 

Part 2: TYPES OF ASSESSMENT

Chapter 3:  Standardized Assessment: Types, Scores, and Accommodations  

Chapter 4:  Informal Assessment: Selecting, Scoring, and Preliminary Data Collection  

 

Part 3: BASIC SKILLS and CONTENT-SUBJECT ASSESSMENT

Chapter 5:  Language Assessment: Oral and English Language Learner/Bilingual  

Chapter 6:  Reading Assessment

Chapter 7:  Written Language Assessment

Chapter 8:  Mathematical Assessment

Chapter 9:  Content Area and Related Arts Assessment

 

Part 4: SPECIAL FOCUS ASSESSMENT

Chapter 10: Emotional, Social and Character Education Assessment  

Chapter 11: Study Skills Assessment and Test Taking Skills

Chapter 12:  Transition Assessment: Across the Ages

Cathleen G. Spinelli is a professor and chair in the Special Education Department at Saint Joseph’s University in Philadelphia, Pennsylvania, where she teaches undergraduate and graduate classes in assessment and teaching techniques. She has extensive experience working in the public school system, evaluating students from preschoolers to adults, as a certified school psychologist and educational diagnostician. She has enjoyed her years as both a special education teacher and a school administrator in the public school system.  She is the author of another Pearson text, the recently published, Linking Assessment to Instructional Strategies: A Guide for Teachers.

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