Despite knowledge of COVID-19's expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was…

In the wake of the COVID-19 pandemic, PK-12 school buildings across the United States closed and educators quickly pivoted to remote and continuous learning opportunities to protect students and society as a whole from the deadly coronavirus. As educational leaders navigate the complexities for providing instruction during the 2020-2021 academic…

Quality and feasibility factors affect decision making in choice of assessment methods. Quality factors include the psychometric concepts of reliability, validity, and fairness. Feasibility factors include cost, time, complexity, and acceptability. Tradeoffs are illustrated in two case studies that examine single versus multiple purposes, high…

This article outlines differences between traditional assessment and authentic assessment procedures, discusses problems with each type of assessment in relation to special learners, and offers certain cautions that must be observed when implementing authentic assessment. (JDD)

In this interview, Dr. Richard Van Acker discusses federal requirements for functional behavioral assessments (FBAs) and the teamwork involved in conducting an FBA. Various components of FBAs and the approximate time required are outlined and examples are provided of structured data collection for use in the FBA. (CR)

Discusses how technology currently enhances student assessment in the areas of screening, classification, instructional planning, progress monitoring, and program evaluation. Examples of specific applications are included. The influence of technology on educational assessment in the 21st century is briefly discussed. (DB)

Principles of writing assessment with at-risk students are explained, including the importance of identifying the purposes of assessment, assessment in the classroom context, and inclusion of children's and parents' perspectives in assessment of the child's writing progress. (DB)

This paper explains what curriculum-based measurement (CBM) is; presents a case study to describe how special education teachers can use CBM to develop instructional programs, focusing on mathematics; and discusses future directions for ongoing monitoring systems. Four graphs and a skills analysis chart illustrate the case study. (JDD)

This article describes a model that deals with classroom behavior problems by incorporating contextual or setting events with traditional learning theory models. The paper discusses examples of setting events that affect children's aggression, ways to assess the effects of setting events on student behavior, and ways in which teachers can…

This paper discusses psychometric aspects of the functional analysis model in planned intervention with mainstreamed students having emotional/behavioral disorders. Discussion focuses on reliability and validity of clinical analysis of behavior and functional and structural analysis in the classroom. (DB)

This article presents a rationale for using curriculum-based measurement (CBM) in making special education eligibility decisions, offers a model of how CBM data can be used to make eligibility decisions, and discusses issues and controversies (such as linking CBM data to intervention and addressing exclusionary components) in using CBM for this…

Trends in student assessment in classrooms including students with and without disabilities are identified, and an approach called cooperative assessment, in which teachers consult to share knowledge and cooperate to solve problems, is detailed. A six-step cooperative assessment process is outlined. (DB)

Describes a curriculum-based dynamic language-assessment process using a flowchart description of the six steps of the assessment process. A case study of a linguistically diverse student is provided that is designed to allow insight into a student's learning capabilities and to provide direction for instructional planning. (CR)

Discussion of the assessment of students with disabilities receiving services in inclusive settings focuses on assessing for updating the Individualized Education Program (IEP) and for guiding instruction. It considers the use of norm-referenced assessment, informal assessment, assessment for instruction, teacher observation and listening skills,…

Fifty-eight special education teacher preparation programs participated in this study which examined: (1) existing practices, policies, and levels of satisfaction about special education teacher program assessment activities and (2) methods used to assess student learning outcomes and faculty effectiveness. Internal and external program and…