FINAL+EXAM+SPEN303

=__ FINAL EXAM __= SPED 303 = = =__ CHAPTER 5 __= 1. What advantages do informal classroom measurement techniques have over formal measurement tools? 2. Discuss the types of information that can be learned through informal classroom assessment that is not easily obtained through formal assessments. 3. Decide whether each of these statements about curriculum-based measurement is true or false. a. Assessment takes place once or twice each month. b. Students complete brief probes that are typically 5 to 6 minutes in length. c. Basic skills such as reading words and writing numbers are assessed. d. Results are converted to standard scores to allow monitoring of student progress. 4. The practice of modifying grading standards for students with special needs is called a. differentiated grading b. standard assessment c. self-referenced grading. d. testing accommodations. =__ CHAPTER 6 __= 5. Identify several purposes for assessing academic achievement. 6. What are two factors of group testing that may affect how well students with disabilities perform? 7. Provide two explanations for why students with disabilities are likely to perform more poorly on group administered test of achievement. 8. If the special education assessment team finds that a student’s current school achievement falls within the below average range of performance, which of the following conclusions can be drawn? a. The student is eligible for special education services. b. The student is not eligible for special education services. c. The student has school performance problems, and assessment should continue. d. The student has school performance problems that should be handled in the general education classroom. =__ CHAPTER 7 __= 9. Many of the controversies related to special education assessment center on the misuse of intelligence tests. List two safeguards of federal law that help prevent the inappropriate use of these measures. 10. Decide whether these statements about measures of adaptive behavior are true or false. ____The //Adaptive Behavior Evaluation Scale-Revised Second Edition// is an observation system for use in school and home settings. ____The //Supports Intensity Scale// is designed to gather information about the types of supports required by an individual. ____The //Vineland Adaptive Behavior Scales, Second Edition// assesses five major adaptive behavior domains: Communication, Daily Living Skills, Socialization, Motor Skills, and Maladaptive Behavior. 11. Describe the two primary areas of assessment included on most individual test of intellectual performance. =__ CHAPTER 8 __= 12. The specific learning abilities most often studied are memory, ______________, and _____________. 13. Identify the 4 primary sources of information about students’ specific learning abilities, learning strategies, and study skills. =__ CHAPTER 9 __= 14. List the 5 steps needed to conduct a direct observation. =__ CHAPTER 10 __= 15. Explain why some reading tests require students to read nonsense words. 16. What skills are usually assessed by formal reading tests and inventories =__ CHAPTER 15 __= 17. List the five developmental areas typically assessed when identifying a developmental delay. 18 Describe why it is easy to develop objectives for the IFSP or IEP with criterion-referenced tests. 19. Identify at least two assessment strategies used in direct observation.
 * ____ ** Two forms of the //AAMR Adaptive Behavior Scale-School// (2nd ed.) are available, one for use in school and the other for individuals in residential and community settings.
 * ____ ** The //Scales of Independent Behavior-Revised// is a companion measure to the //Wechsler Intelligence Scale for Children-IV.//