TEST BANK FOR ASSESSING STUDENTS WITH SPECIAL NEEDS, 5TH EDITION, JOHN J. VENN
Table of Contents
Chapter Two...................................................................... Error! Bookmark not defined.
Chapter Three.................................................................................................................... 13
Chapter Four...................................................................................................................... 20
Chapter Five...................................................................................................................... 27
Chapter Six........................................................................................................................ 33
Chapter Seven................................................................................................................... 41
Chapter Eight.................................................................................................................... 47
Chapter Nine..................................................................................................................... 53
Chapter Ten....................................................................................................................... 59
Chapter Eleven.................................................................................................................. 66
Chapter Twelve................................................................................................................. 72
Chapter Thirteen................................................................................................................ 79
Chapter Fourteen............................................................................................................... 85
Chapter Fifteen.................................................................................................................. 91
Selected Forms and Charts................................................................................................ 97
Figure 5-2 Assessment Instrument Review Guide........................................................ 98
Figure 5-3 Assessment Proficiency Checklist............................................................. 100
Figure 10-1 Task Analysis Data Collection Form and Graph..................................... 101
Figure 12-1 Diagnostic Checklist of Oral Reading..................................................... 102
Figure 12-2 Diagnostic Checklist of Silent Reading................................................... 103
Figure 13-1 Error Analysis Chart................................................................................ 104
Figure 14-6 Written Language Profile......................................................................... 105
Chapter One
Defining and Describing the Assessment of Students with Special Needs The first chapter introduces the key terms, concepts, and processes of assessment
necessary for understanding the often complex testing and measuring topics associated with the appraisal of students with special needs. The chapter begins with a review and analysis of key terms. This is followed by a historical review that traces the development of testing students with disabilities. The review highlights the contributions of professionals from various disciplines in the evolution of assessment. Finally, the chapter describes legal mandates associated with testing students with disabilities and the professional standards that guide the assessment process.
Multiple Choice Questions
Directions: Read each question carefully and then select the response that is the best answer. Each question contains only one best answer.
1. Which term refers to the process of making educational decisions?
A. assessment
B. measurement
C. testing
2. Which assessment term is the broadest?
A. assessment
B. measurement
C. testing
3. Which assessment term is the most specific?
A. assessment
B. measurement
C. testing
4. Which term refers to the type of assessment usually given once in a standard manner?
A. assessment
B. measurement
C. testing
5. The process of assessing students with special needs reflects the influence of
A. a number of disciplines and points of view
B. a single unifying point of view
C. legal considerations more than other factors
D. psychology more than other disciplines
6. Who developed the first intelligence test?
A. Binet
B. Kauffman
C. Sequin
D. Wechsler
7. Which assessment approach did B. F. Skinner originally develop?
A. direct observation of behavior
B. individual diagnosis and prescription
C. testing large groups
D. the developmental approach
8. What assessment approach did Gessell and Armatruda develop?
A. curriculum-based measurement
B. individual achievement testing
C. the behavioral approach
D. the developmental approach
9. What is the name of the first widely used group achievement test?
A. Army Alpha
B. Iowa Test of Basic Skills
C. Stanford Achievement Test
10. Which test, first published in 1949, has become the foremost intelligence test?
A. Army Alpha
B. Stanford-Binet Intelligence Scale
C. Wechsler Intelligence Scale for Children
11. What is the age range of most developmental scales?
A. birth to four years
B. birth to six years
C. birth to eight years
D. birth to ten years
12. Who was the medical doctor who played a major role in developing the assessment concept of individual diagnosis and prescription?
A. B. F. Skinner
B. Edouard O. Seguin
C. Jane Mercer
D. Lloyd Dunn
13. What longstanding critical issue did the System of Multipluralistic Assessment (SOMPA) address?
A. assessment in inclusive settings
B. bias in testing
C. privacy of test results
14. What type of assessment is especially appealing to teachers because it directly links evaluation with instruction?
A. assessment in inclusive settings
B. curriculum-based assessment
C. individual achievement testing
D. nonbiased testing
15. Which ethical consideration requires test givers to follow procedures for giving instructions, setting time limits, and presenting items?
A. permission before testing
B. privacy of test results
C. standardized test administration
Essay Questions
Directions: Demonstrate your understanding of the material in this chapter by answering the following essay questions.
1. Compare and contrast the terms assessment, testing, and measurement. Why is assessment the broadest term? Why is testing the most specific term?
2. In your opinion, which two of the early historical landmarks (before 1950) have had most impact on procedures for assessing students with disabilities? Why are these two early landmarks so important?
3. In your opinion, which two of the more recent landmarks (after 1950) have had the most impact on procedures for assessing students with disabilities? Why are these two landmarks so important?
4. What are two of the most important legal or ethical considerations that impact assessment of students with disabilities? Why are these legal or ethical considerations so important?
Learning Activities
1. Have the students in the class interview each other about their positive and negative assessment experiences and give brief reports of the results of their interviews.
2. Have students interview a parent of a student with special needs or a teacher of students with disabilities. The interview should focus on testing and assessment experiences including the process of identifying and testing students who may qualify for and benefit from special education and related services. Have students share the results of their interviews in writing and in a class discussion.
3. Create flash cards using the key terms in Chapter 1 and have students practice learning the terms in small groups. The glossary terms for chapter 1 include assessment, measurement, and testing. Other important terms from chapter 1 include curriculum-based assessment and curriculum-based measurement.
4. Have students write responses to each of the reflections in Chapter 1 and then hold a general discussion in which students compare their answers.
Answer Key
Chapter 1:
1. A
2. A
3. C
4. C
5. A
6. A
7. A
8. D
9. C
10. C
11. B
12. B
13. B
14. B
15. C
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