Ch+9+notes

Chapter 9: Assessment of Academic Achievement Brief Summary Chapter 9 will examine all of the various issues surrounding assessment of educational achievement in special education. It will focus on what to expect on tests of reading, spelling, writing, mathematics, and comprehensive achievement tests that are available to special educators today. After reading this chapter, your students should be able to do the following: 􀂃 Understand the purpose of achievement tests 􀂃 Understand why individually administered achievement tests are preferred rather than group achievement tests 􀂃 Be able to discuss oral reading and miscues associated with it  􀂃 Understand the different types of reading comprehension 􀂃 Understand word recognition and word attack skills 􀂃 Thoroughly evaluate the various reading assessment measures 􀂃 Understand written composition and the tests associated with it  􀂃 Be able to differentiate between arithmetic and mathematics 􀂃 Identify and thoroughly evaluate the various arithmetic tests 􀂃 Identify and thoroughly evaluate tests that measure spelling ability 􀂃 Identify and thoroughly evaluate the various comprehensive achievement tests Lecture and Discussion Outline I. Overview of Achievement Tests II. Reading A. Overview B. Oral Reading 1. Common errors seen on oral reading tests 2. Analyzing Oral Reading Miscues a. Significant miscues b. Insignificant miscues c. Questions to ask when evaluating miscues C. Reading Comprehension 1. Overview 2. Reading Comprehension skills a. Literal comprehension b. Inferential comprehension c. Listening comprehension d. Critical Comprehension e. Affective Comprehension f. Lexical Comprehension D. Word-Recognition Skills 72 E. Word Attack Skills F. Summary of Reading Assessment G. Reading Assessment Measures 1. Gates-MacGinitie Silent Reading Tests-4th Edition 2. Gray Oral Reading Test -4 (GORT-4) 3. Gray Diagnostic Reading Tests (GDRT-2) 4. Gray Silent Reading Tests (GSRT) 5. Durrell Analysis of Reading Difficulty-(DARD-3) 6. Gates-McKillop-Horowitz Reading Diagnostic Tests 7. Gilmore Oral Reading Test 8. Nelson-Denny Reading Test 9. Slosson Oral Reading Test-Revised (SORT-R) 10. Stanford Diagnostic Reading Test (SDRT-4) 11. Woodcock Reading Mastery Test-Revised (WRMT-R) 12. Test of Reading Comprehension-Third Edition (TORC-3) III. Written Language A. Overview B. Analysis for Interpreting Written Composition 1. Composition 2. Spelling 3. Handwriting C. Tests Of Written Language 1. Test of Early Written Language-2 (TEWL-2) 2. Test of Written Language-3 (TOWL-3) 3. Test of Written Expression (TOWE) 4. Written Expression Scale (WES) 5. Writing Process Test (WPT) 6. Mather-Woodcock Group Writing Test (MWGWT) 7. Test of Written Spelling-4 (TWS-4) IV. Math A. Overview B. Abilities involved in mathematics C. Mathematical Classifications 1. Content 2. Operations 3. Applications D. National Council of Supervisors of Mathematics-Basic Mathematics Skills E. Analysis and Interpretation of Math Skills F. Four error types in computational analysis 1. Incorrect operation 2. Incorrect number fact 3. Incorrect algorithm 4. Random error G. Assessment Of Mathematical Abilities 1. Key Math Diagnostic Arithmetic Tests -Revised (Key Math-R) 2. Test of Early Mathematics Ability-3 (TEMA-3) Chapter 9: Assessment of Academic Achievement 73 3. Test of Mathematical Abilities-2 (TOMA-2) 4. Comprehensive Mathematical Abilities Test (CMAT) 5. Stanford Diagnostic Mathematics Test-4 th edition (SDMT-4) VI. Comprehensive Tests of Educational Achievement A. Brigance Diagnostic Inventory of Basic Skills-Revised B. Kaufman Tests of Educational Achievement-2 (KTEA-II) C. Peabody Individual Achievement Test-Revised (PIAT-R) D. Wechsler Individual Achievement Test-2 (WIAT-II) E. Wide Range Achievement Test-3 (WRAT-3) F. Woodcock-Johnson Tests of Academic Achievement-III (WJ-3) G. Test of Academic Achievement Skills-Revised (TAAS-R) H. Hammill Multiability Achievement Test (HAMAT) VII. Conclusion