Table of Contents

PART I: FOUNDATIONS OF ASSESSMENT Chapter 1: Assessment and the Problem-Solving Model Chapter 2: A Practical Look at Current Assessment Practices with Some Suggestions for Avoiding Trouble Chapter 3: Assessment and the Law Chapter 4: Basic Statistical Concepts Chapter 5: Essential Characteristics of Tests: Reliability, Validity, and Norms PART II: ASSESSMENT FOR INSTRUCTIONAL PLANNING AND CURRICULAR MODIFICATION Chapter 6: Curriculum-Based Instruction Chapter 7: Observation-Based Assessment Chapter 8: Performance-Based Assessment Chapter 9: Integrating Problem Solving into Educational Decision Making PART III: EXAMINING THE TECHNICAL CHARACTERISTICS OF COMMONLY USED NORM-REFERENCED TESTS Chapter 10: Academic Achievement Chapter 11: Language Chapter 12: Cognitive Abilities Chapter 13: Behavior Rating Scales and Inventories Chapter 14: Adaptive Behavior Chapter 15: Perceptual-Motor Skills and Abilities APPENDIX: Major Tests and Publishers

About the Author

Stephen N. Elliott received his doctorate at Arizona State University in 1980 and is currently a Professor of Educational Psychology and a Senior Research Associate in the Wisconsin Center for Education Research at the University of Wisconsin, Madison. He is a faculty member in the School Psychology Program and teaches courses in Professional Issues and Practices, Educational Psychology, and Research Methods and Technical Writing. He currently co-directs two federal grants concerning the effectiveness and the use of testing accommodations and performance assessments with students with disabilities. He is a productive scholar authoring over 85 journal articles, 14 books and 2 widely used behavior rating scales. His work has focused on the assessment of children's social skills and related problem behaviors and the development of alternative assessment methods for evaluating academic performance. He also has a program of research focusing on the design and evaluation of school-based interventions.