DOCSLIB.ORG

Asia Pacific Journal of Developmental Differences

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Asia Pacific Journal of Developmental Differences Asia Pacific Journal of Developmental Differences Volume 8 ⬧ Number 1 ⬧ January 2021 Published by the Dyslexia Association of Singapore (DAS) © 2021 DAS ISSN 2717 5200 (digital) Contact: The Managing Editor Dyslexia Association of Singapore 1 Jurong West Central 2 #05-01, Jurong Point Singapore 648886 Email: [email protected] Reprint permission may be obtained by writing to the Managing Editor at the above address. The responsibility for facts and opinions represented in the articles rests exclusively with the individual authors. Their interpretations do not necessarily reflect the views or the policy of the editorial committee, the Review Panel, sponsors of the Asia Pacific Journal of Developmental Differences, or the Dyslexia Association of Singapore. Asia Pacific Journal of Developmental Differences Editor-in-Chief Associate Editors Professor Angela Fawcett Helen Boden, CEO British Dyslexia Association, UK Research Consultant Dyslexia Association of Singapore, Professor Hugh Catts, Florida State University, USA Emeritus Professor Professor James Chapman, Massey University, New Zealand Swansea University, UK Emeritus Professor Professor Steve Chinn, Educational Consultant, UK Sheffield University, UK Prof. Kevin K H Chung, The Hong Kong Institute of Education, Hong Kong Kate Curawalla, President, Maharashtra Dyslexia Association, Mumbai, India Dr Kristiantini Dewi, Dyslexia Association of Indonesia, Indonesia Executive Editor Dr Shirley Egley, University of South Wales, UK Professor John Everatt Dr Gad Elbeheri, Dean, Australian University of Kuwait University of Canterbury Professor Esther Geva, University of Toronto, Canada New Zealand Dr Charles Haynes, MGH Institute of Health Professionals, Boston, USA Professor Connie Ho, University of Hong Kong, Hong Kong, China Professor Sunil Karande, King Edward VII Memorial Hospital, Mumbai, India Junko Kato MD, Japan Dyslexia Research Association Professor Sharanjeet-Kaur, Universiti Kebangsaan Malaysia Professor Amanda Kirby, University of South Wales, UK Dr Lim Boon Hock, Special Education Consultant, Malaysia Managing Editor Professor Su-Jan Lin, National Kaohsiung Normal University, Taiwan Deborah Hewes Dr Beth O’Brien, National Institute of Education, Singapore Assistant Director, Publicity and Publications Dr Dino Ocampo, Philippine Dyslexia Foundation, Philippines Dyslexia Association of Singapore Dr Ong Puay Hoon, Dyslexia Association of Sarawak, Malaysia Contact: Asst Professor Kenneth Poon, National Institute of Education, Singapore Dr John Rack, Dyslexia Action, UK 1 Jurong West Central 2 #05-01, Jurong Point Dr Gavin Reid, Educational Consultant, UK Singapore 648886 Assoc. Professor Susan Rickard Liow, National University of Singapore [email protected] Dr Kate Saunders, Private Consultant, UK Geetha Shantha Ram, Dyslexia Association of Singapore, Singapore Dr Thomas Sim, Australian Institute of Professional Counsellors, Australia Dr Purboyo Solek, Dyslexia Association of Indonesia, Indonesia Professor Su-Jan Lin, National Kaohsiung Normal University, Taiwan Professor Akira Uno, Tsukuba University, Japan Professor Taeko N. Wydell, Brunel University, UK Assistant Professor Dongbo Zhang, Michigan State University, USA Asia Pacific Journal of Developmental Differences Volume 8 | Number 1 | January 2021 Contents 1 Editorial Comment Angela J. Fawcett 5 Progress monitoring of dyslexic primary school learners enrolled in an English Exam Skills Programme Tuty Elfira Abdul Razak, Siti Asjamiah Asmuri, Andy Wang and Edmen Leong 31 Effectiveness of a Multimodal Intervention using Movement, Mental Exercise and Dietary Approaches on Children with Specific Learning Difficulties Isaac Tan Chiang Huan, Lim Zhong Hao and Joyce Ang Yan Ting 61 The role of Mindfulness and Positive Psychology interventions in job crafting for educators: A diagnostic and prescriptive approach to supporting educators through Mindfulness and Positive Psychology during a crisis. Harsheeni H. Rajoo 99 Hyperlexia in 3-year-old twins with and without Autistic Spectrum Disorder Patricia Mui Hoon Ng 119 Student Voice on Teachers’ Attributes that Resulted in Positive Learning Outcomes for Students with SEN in Mainstream Schools in Singapore Steven Sim Gek Leng 143 Developmental Dyslexia and Compensatory Skills: The man who could not read but learned to fly. Lynn C. Holmes, Jean V. Fourie, Martyn P. Van Der Merwe, Alban Burke and Elzette Fritz 173 Phonological Awareness and Phonics Instruction: Inclusive practice that benefits all kinds of learners. Masarrat Khan and Rameeza Khan 1 Asia Pacific Journal of Developmental Differences Vol. 8, No. 1, January 2021, pp. 1—3 Editorial Comment Angela J. Fawcett, Editor-in-Chief It is a very great pleasure to publish this issue of the Asia Pacific Journal of Developmental Differences, now in its 8th year of publication, which is published by the Dyslexia Association of Singapore (DAS). The response to the previous issues continues to be extremely gratifying, and we maintain these high standards in this issue and forthcoming issues. We are grateful for the support of the academics and professionals involved in resolving any issues arising, and ensuring our journal maintains high professional and ethical standards. The seven articles featured in the current issue represent material drawn largely from Singapore, with contributions from as far afield as India and South Africa. We are particularly grateful to those contributors who have managed to revise their contributions despite the constraints of the current lockdowns internationally in response to the pandemic. Topics for the current issue cover a broad range, from articles on positive psychology, to autism in twins, with the majority focusing on dyslexia across the age range, specifically in this issue addressing the voice of the participants. The first article in this issue adopts a rigorous traditional experimental approach, with a study from the DAS team led here by Tuty Elfira Adbul Razak, evaluating the long-term impact of the Exam Skills programme on the achievement of the children involved, comparing outcomes for 96 children, who had participated from between 1 and 3 terms in this support. The results provided clear evidence that the most effective outcomes demand the longer period of registration and continuity of support with some exceptionally strong statistical findings for improvement in scores for English in line with those needed for Primary school leaving examination for mainstream schools in Singapore. The next article adopts a questionnaire approach, here working with parents of children in Singapore from the team at Care Corner, KidsBright, who have undertaken a mixed modality intervention based on movement , mental exercise and diet. The parents are united in advocating the strengths of this approach in improving many aspects of behaviour including attention and learning, and the authors suggest that this could be useful adjunct to more traditional interventions in future studies. © 2021 Dyslexia Association of Singapore Asia Pacific Journal of Developmental Differences www.das.org.sg Vol. 8 No. 1 January 2021 2 An unusual approach is evident in the next article presented here, which emphasises the importance of mindfulness during this period of COVID-19 pandemic, with a contribution from Harsheeni Rajoo who has introduced these concepts throughout DAS. Here the author presents a qualitative research study in a thematic analysis on the impact of mindfulness training on the job crafting of eight of the educational advisors at DAS, in a series of questionnaires culminating most recently during the period of the coronavirus lockdown. It is a pleasure to report that the upheaval in teaching has been handled extraordinarily well over this period, not least with the support of this positive approach. It is particularly important to address research of this type during periods of additional stress and change for the world. A very different topic is presented by Patricia Ng in the next article in this issue, a case study of non-identical twins aged 3 years 9 months, with hyperlexia. This means that their reading level is higher than both their chronological age and their understanding. Interestingly, one twin, the boy, presents with symptoms of autism, and a verbal functioning level of 1 year 6 months, suggesting savant abilities. A similar profile is not present in his twin sister, whose word recognition level is 8 years 11 months, 1.5 years higher than her level of understanding, indicating a more moderate form of hyperlexia. This is an interesting and unusual topic with a contribution to make to our understanding of the rich differences between individual children with learning differences. The next two articles to some extent share a common theme, that of the student voice, but here they represent very different participants. The first article from Steven Sim examined the attributes mainstream adolescents found most helpful in their teachers, in terms of their outcomes. The technique used was based on pictorial cards and the Diamond 9 ranking approach. Interestingly respect, caring and patience were the top attributes in teachers that students highlighted as critical to their success. Self-concepts were more influential than teacher praise, which is in itself an important finding. The next article from Lynne Holmes and colleagues from South Africa presents an extraordinary study of the thoughts and dreams of a dyslexic adult, who was determined to become a pilot despite the difficulties he still
Load more

Recommended publications
  • Pedagogy and Assessment Guide (PAG)
    Pedagogy and Assessment Guide (PAG) Pedagogy and Assessment Guide National Institute of Education Ghaazee Building Ameer Ahmed Magu Male 20125 Maldives http://www.nie.edu.mv Copyright © 2014 by National Institute of Education Developed by Ali Adam- Education development Officer Coordinator Aminath Ismail – Education development Officer Coordinator Ahmed Rafiu -Education development Officer Coordinator Aminath Mohamed – Education Development Officer Gulfishan Shafeeu – Education Development Officer Mohamed Ashir-– Education Development Officer Compiled and Edited by Aminath Ismail - Education development Officer Coordinator Aminath Mohamed- Education Development Officer Gulfishan Shafeeu- Education Development Officer Proofed by Abdulla Hameed Commiunity Teacher Educator Co-ordinator Layout by Mohamed Shakeel National Institute of Education All rights reserved. ISBN 978-99915-0-705-7 Acknowledgements The publisher wishes to acknowledge the many friends, colleagues and advisors who have helped in the development of the Pedagogy and the Assessment Guide. The publisher is grateful for the assistance given by Dr.Newman Burdett who has given assistance as a consultant in the Assessment. Contents Purpose of the Pedagogy and Assessment Guide (PAG) 6 Introduction 7 Creating a Positive Learning Environment 8 Connecting Prior Learning to new Learning 11 Making Learning Meaningful 13 Fostering Reflective Practice 15 Catering to Individual Differences 18 Assessment 23 Why Asses? 24 The interrelationship of teaching, Learning and Assessment 25 What is our focus? 26 Focusing on Assessment for Learning 27 Key characteristics of Assessment for Learning 28 How to Asses? 36 Bibliography 48 Pedagogy and Assessment Guide (PAG) PURPOSE OF THE PEDAGOGY AND ASSESSMENT GUIDE (PAG) The intention of preparing this PAG is to provide teachers and school leaders with a comprehensive insight into the pedagogical dimensions identified in the National Curriculum Framework (NCF).
    [Show full text]
  • Volume 8 Issue 1 2015
    Volume 8 Issue 1 2015 International Journal of Home Economics This refereed journal is an official publication of the International Federation for Home Economics. Electronic access via IFHE website for subscribers and members only: www.ifhe.org IJHE editor Donna Pendergast Australia E-mail: [email protected] Book review editor Donna Pendergast Australia E-mail: [email protected] Editorial administrator & graphic designer Joy Reynolds Australia E-mail: [email protected] www.joyreynoldsdesign.com Website For more information please visit the International Journal of Home Economics website: http://ijhe.weebly.com/index.html Frequency of publication The International Journal of Home Economics is published twice a year. Papers for review will be accepted throughout the year to e-mail: [email protected] International Federation for Home Economics Kaiser Friedrich Strasse 13 53113 BONN Germany Tel: 0049 (0) 228 9212590 Fax: 0049 (0) 228 9212591 E-mail: [email protected] Web: www.ifhe.org ISSN 1999-561X i International Journal of Home Economics IJHE Editor Professor Donna Pendergast, PhD School of Education and Professional Studies Griffith University Gold Coast, Australia Philosophy, research, education Editorial Board Members Dr Mona Sharaf Abdelgalil Department of Home Economics, Alexandria University Alexandria, Egypt Food management; consumer studies; household activities and everyday life Associate Professor Jette Benn Institute of Didactics, The Danish School of Education, Aarhus University Denmark
    [Show full text]
  • NASP Position Statement on Early Childhood Assessment
    NASP Position Statement on Early Childhood Assessment The National Association of School Psychologists believes that early identification of developmental and learning problems in preschool and primary grade children is essential because of children’s broad and rapid development. Intervention services for these children’s psychological and developmental difficulties are essential, beneficial, and cost- effective. Because the accurate and fair identification of the developmental needs of young children is critical to the design, implementation, and success of appropriate interventions school psychologists must play a key role. Evidence from research and practice in early childhood assessment indicates that issues of technical adequacy are more difficult to address with young children who have short attention spans and go through periods of variable, rapid development. Therefore, standardized assessment procedures should be used with great caution in educational decision-making because such tools are inherently less accurate and less predictive when used with young children. Multidisciplinary team assessments must include multiple sources of information, multiple approaches to assessment, and multiple settings in order to yield a comprehensive understanding of children’s skills and needs. Therefore, assessments should center on the child in the family system and home environment, both substantial influences on the development of young children. Similarly, families’ self-identified needs should drive the decision-making process concerning the identification of child and family services. Because categorical identification of infants, toddlers, and young children is ineffective in meeting the special needs of young children, assessment of infants and young children requires specialized training and skills beyond those required for the assessment of older children.
    [Show full text]
  • The Role of Interim Assessments in a Comprehensive Assessment System: a Policy Brief
    Education and Society Program The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief By Marianne Perie, Scott Marion, Brian Gong (National Center for the Improvement of Educational Assessment) and Judy Wurtzel (The Aspen Institute) November 2007 ABOUT THIS REPORT School districts increasingly see interim assessments as an important element in their instructional improvement strategy and are implementing interim assessments district-wide in multiple grades and content areas. Yet, they face significant design and implementation challenges to realizing the potential of interim assessments to improve teaching and learning. The Aspen Institute Education and Society Program and Achieve, Inc. partnered with the National Center for the Improvement of Educational Assessment to develop this policy brief. Our goals are to clarify how interim assessments fit into the landscape of formative assessment and to offer recommenda - tions to districts on the appropriate use of interim assessments as part of a broader assessment system. The brief is informed by conversations with the Aspen Institute Urban Superintendents Network and the affiliated Dana Center-Achieve Urban Mathematics Leaders Network. The report is available for download at the websites of all three organizations. Achieve, Inc. was created by the nation’s governors and business leaders in 1996. As a bipartisan, non-profit organization, Achieve helps states raise academic standards, improve assessments and strengthen accountability to prepare all young people for postsecondary education, work and citizen - ship. The American Diploma Project (ADP) Network is an Achieve initiative that includes 30 states working to raise high school standards, strengthen assessments and curriculum, and align expecta - tions with the demands of college and work.
    [Show full text]
  • Assessment in Higher Education and Student Learning
    Journal of Instructional Pedagogies Volume 21 Assessment in Higher Education and Student Learning Dr. P.E. Rawlusyk Red Deer College, Red Deer, AB, Canada ABSTRACT This research addressed ongoing academic concerns about whether assessment practices in higher education support student learning. Authors state that examinations have become the focus of assessment, which adversely affect learning. Effective assessment for learning promotes the active engagement of students. A web-based survey gathered information from a sample of postsecondary educators in Alberta. The questionnaire used the three criteria of learning-oriented assessment, tasks as learning tasks (authentic), self- and peer assessment, and feedback to determine learning potential. Findings illustrated that the implementation of only three of 15 authentic tasks occurred by over 30% of educators. Results also found that teachers have conflicting views relative to student use of feedback and the use of dialogue. These outcomes show that there is limited involvement of learners in assessment strategies, which can impact learning. It is recommended that teachers utilize professional development to understand how to optimize the active participation of students in various authentic assessment methods and feedback. Future research using a qualitative design should be conducted to obtain reasons why assessment problems exist. Keywords: assessment, learning-oriented assessment, feedback, authentic assessment, self-assessment, peer assessment, active learning Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html Assessment in higher education, Page 1 182875 – Journal of Instructional Pedagogies INTRODUCTION Educators and educational leaders have continually debated student assessment in higher education (Boud & Falchikov, 2007; Carless, 2015; Gilles, Detroz, & Blais, 2011).
    [Show full text]
  • Educational Psychology Assessment
    Educational Psychology Service The importance of context East Dunbartonshire Psychological Service: Phone: 0300 123 4510 The assessment process aims to be solution focused and it involves the ethical application of The Association of Scottish Principal Educational psychological skills and knowledge. It involves Psychologists ongoing dialogue and collaboration with key http://www.aspep.org.uk/ stakeholders (eg. child/young person, parents/ carers, school staff, allied professionals etc.) to The British Psychological Society promote a shared and contextual understanding http://www.bps.org.uk/ of the child or young person’s needs. Education (Additional Support for Learning) Educational psychology assessment considers (Scotland) Act 2009 information beyond the level of the individual, http://www.gov.scot/Topics/Education/Schools/welfare/ such as the effects of events and circumstances in ASL the surrounding environment (eg. variables such as pupil group, teacher practices, approaches Health and Care Professions Council to learning and teaching, school systems and http://www.hcpc-uk.org family factors) may be taken into consideration. It evaluates outcomes to further inform the ongoing When we begin involvement with your child, we will read with you our privacy statement which sets out what we will do with the information you process of assessment and intervention give us. The privacy statement will be given to you along with our Request for Assistance Form. Agreeing on next steps By taking account of all available information, Educational Psychologists work with others to explore potential solutions to current concerns about the child or young person. Other formats Requests by Parents/Carers for Educational A guide to This document can be provided in large print, Braille or on CD and can be Psychology Assessment translated into other community languages.
    [Show full text]
  • Special Education (SPED) 1
    Special Education (SPED) 1 Special Education (SPED) Courses SPED-109. First Year Experience: Gusty Chicago: Explore Your Inner Rush. 3 Hours. In this course, the student will discover strategies to help him or herself and others learn optimally. The student will visit off and on campus resources to become a robust learner and to learn the many pathways that are available for personal and academic success. Also, the student will communicate orally and in writing about the current field of special education and how it affects the lives of individuals with special needs. The student will obtain an opportunity to gain conceptual understanding of Chicago’s resources designed to support and broaden strengths, which are critical in a first year experience. SPED-272. The Development And Characteristics Of Children And Youth With Exceptional Learning. 3 Hours. The development and characteristics of children and youth with exceptional learning needs is examined. Exceptionalities include but are not limited to Intellectual Disabilities, Learning Disabilities, Emotional and Behavior Disorders, ADD, Giftedness, Communication disorders, Physical Disabilities, Traumatic Brain Injury, Severe and Multiple Disabilities, Autism, Health Impairments, and Sensory impairments. Emphasis will be on understanding causes, theories and factors associated with the manifestation of various exceptional learning conditions. Prerequisite: SPED-371 with a minimum grade of C. SPED-316. Professional Development Of The Special Educator. 1 Hour. Special Education 316 provides
    [Show full text]
  • Designing a Comprehensive Assessment System DEBORAH SIGMAN • MARIE MANCUSO
    Designing a Comprehensive Assessment System DEBORAH SIGMAN • MARIE MANCUSO States and districts face unprecedented challenges today in navigating an assessment landscape that is characterized by controversy, competing priorities, and increased demands for innovation as well as accountability (Hill & Barber, 2014). Assessments are expected to be fair and technically sound measures of rigorous college- and career-readiness standards that call for students to demonstrate complex, analytical thinking skills and deep content knowledge. As a result, stakeholders are demanding new delivery platforms and item types for these assessments. New technologies have spurred innovations in next-generation assessments that have the potential to maximize accessibility for all students, promote test security, and accommodate the incorporation of performance-based activities on a large scale (Laitusis, 2016). As part of the current assessment that over-testing takes valuable time environment, many have questioned away from teaching and learning. As a the emphasis placed on summative consequence, “opt-out” movements have assessments in federal and state gained momentum in some communities. accountability systems. Local districts and Meanwhile, policymakers at the state and schools have also developed or selected federal levels are likely unaware of local their own assessments in addition to assessment practices that may add to the those required by the state. With this assessment burden. These concerns are abundance of assessments, educators are amplified when tests are used for purposes faced with balancing the need to collect other than those for which they were information for accountability purposes designed or when one assessment is used and the need for student performance for multiple purposes (Newton, 2007).
    [Show full text]
  • Across Classrooms: School Quality Reviews As a Progressive Educational Policy
    Occasional Paper Series Volume 2016 Number 35 Progressive Practices in Public Article 10 Schools May 2016 Across Classrooms: School Quality Reviews as a Progressive Educational Policy Doug Knecht Bank Street College of Education Nancy Gannon Student Achievement Partners Carolyn Yaffe Carolyn Yafee Consulting Follow this and additional works at: https://educate.bankstreet.edu/occasional-paper-series Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons Recommended Citation Knecht, D., Gannon, N., & Yaffe, C. (2016). Across Classrooms: School Quality Reviews as a Progressive Educational Policy. Occasional Paper Series, 2016 (35). Retrieved from https://educate.bankstreet.edu/ occasional-paper-series/vol2016/iss35/10 This Article is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [email protected]. Across Classrooms: School Quality Reviews as a Progressive Educational Policy Doug Knecht, Nancy Gannon, and Carolyn Yaffe Introduction Educators, politicians, and citizens have been embroiled in debate about how to hold schools accountable for the type of learning experiences all children deserve. Despite decades of improvement efforts and a consistent tightening of policy screws, students across districts and schools continue to have extremely uneven classroom experiences, and a shared understanding of educational quality remains elusive. The intent of No Child Left Behind was to shine a spotlight on inequalities in outcomes and incentivize systems to do better through rewards and consequences. However, the narrow lens of test scores is insufficient and has been shown to result in perverse behaviors (Payne-Tsoupros, 2010; Vogell, 2011).
    [Show full text]
  • Testing Philosophy 1
    Festus R-VI School District District Assessment Plan The Festus R-VI School District is committed to providing an environment that promotes academic excellence, recognizes the value and potential of each child and fosters positive character development. Through a shared spirit of unity between school, home and community, students are prepared to participate in, and become contributing members of, our democratic society. “Educating All children to meet Tomorrow’s Challenges.” Revised August 2018 Assessment Plan 2018-2019 TABLE OF CONTENTS Policy of Non-Discrimination 1 Testing Philosophy 1 Justification for a Testing Program 1 Testing Program 2 Guidelines for Testing Students with Special Needs 4 Assessment Results Use and Dissemination 5 Addressing Show-Me Standards not Assessed on MAP 5 District Test Security Policy 6 Group Testing Schedule (K-12) 9 District Group Achievement Testing 9 Group Test Descriptions 10 Special Services Supplemental Tests 13 Educational Achievement Tests 16 Correlates 17 Speech/Language 18 Behavior 21 Vocational 23 Glossary 27 Appendix A 28 MAP Data Analysis & Disaggregation Instructional Improvement Plan Appendix B 32 Tiers of Assessment Data i Assessment Plan 2018-2019 Policy of Non-Discrimination The Festus R-VI School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs or activities. Inquiries related to District programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the District Compliance Officer – Civil Rights Compliance (Title VI/Title IX/Section 504/ADA/Age Act); 1515 Mid-Meadow Lane; Festus, MO 63028; Telephone 636.937-4920; E-mail: [email protected] Mr.
    [Show full text]
  • ASSESSMENTS 101: a Policymaker's Guide to K-12 Assessments
    ASSESSMENTS 101: A policymaker's guide to K-12 assessments JULIE WOODS Assessments serve a variety of purposes for stakeholders at all levels of the state education system. Because assessments play such an integral role in learning, teaching and accountability, policymakers can benefit from having a working knowledge of the assessment landscape and common terms used for discussing assessments. This brief supports state leaders’ understanding of assessments by first classifying and categorizing assessments and then providing an overview of common terms used when choosing and utilizing assessments. The Many Purposes of LOOKING FOR MORE INFORMATION ABOUT TESTING? Assessments J Thinking About Tests and Testing: A Short Assessments come in many forms in part because they Primer in “Assessment Literacy.” serve many purposes, and those purposes often vary J Using Balanced Assessment Systems To by the stakeholders they support. Students, parents, Improve Student Learning and School teachers, and school, district and state leaders may all Capacity: An Introduction. be end users of the information provided by various J Designing a Comprehensive Assessment assessments. For example, assessments can support the System. needs of: TESTING AND FEDERAL LAW Students and Parents: J By informing students and parents about the The Every Student Succeeds Act (ESSA) requires student’s progress in learning content based on the state education agencies to implement statewide state academic standards. assessments in: J By informing students and parents — as well as teachers and schools — about the student’s readiness: for grade J Mathematics and English-language arts (ELA) in advancement, graduation, college and careers. third-eighth grade and once in ninth-12th grade.
    [Show full text]
  • CHAPTER 1 Classroom Decision Making and Using
    AA01_BROO6495_07_SE_FM.indd01_BROO6495_07_SE_FM.indd PagePage xiixii 11/21/1311/21/13 7:207:20 PMPM f451f451 ~~/Desktop/21:11:13/BROOKHART_PH01411_203/Desktop/21:11:13/BROOKHART_PH01411_203 Preface As for the previous editions, the goal of Educa- the book is a comprehensive treatment of tradi- tional Assessment of Students, Seventh Edition, is to tional and alternative assessments, we give exam- help teachers and those in training to teach to ples, discuss the pros and cons, and give guidance improve their skills through better assessment of for crafting every assessment technique that we students. It focuses directly on the professional introduce. Research is cited that supports or practices of elementary and secondary school- refutes assessment and teaching practices. teachers. This edition features: The text prepares teachers and those in train- ing to teach as professionals. We recognize that ■ A continued strong emphasis on classroom teachers’ experiences and judgments are neces- assessment, both formative and summative. sary for proper and valid use of educational ■ Complete coverage of the basics as well as assessment. We do not hesitate to point out teach- advanced topics and topics of contemporary ers’ and school administrators’ erroneous judg- interest. ments and assessment abuses, however, where ■ Practical advice and examples of how good good lessons can be learned from them. and poor classroom assessments affect stu- dents’ learning. NEW AND REVISED CONTENT Educational Assessment of Students is a core text In preparing this edition, we made a special effort written for a first course in educational testing and to make it easy for the reader to apply the mate- constructing classroom assessments, and it serves rial to classroom practice through improved equally as the textbook for an undergraduate course explanations, improved practical examples and or a first graduate course in educational assess- illustrations, checklists, and step-by-step, how-to ment.
    [Show full text]