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Direct linkElliott, Stephen N.; Roach, Andrew T.; Kurz, Alexander – Assessment for Effective Intervention, 2014
We describe the concept of a dynamic instructional practices portfolio to evaluate special education teachers. This portfolio features the My Instructional Learning Opportunities Guidance System (MyiLOGS) as the core component. MyiLOGS is an online, daily self-report measure of opportunity to learn (OTL) that provides detailed information on…
Descriptors: Portfolio Assessment, Special Education, Special Education Teachers, Teacher Evaluation
Theodoridou, Zoe; Koutsoklenis, Athanasios – Assessment for Effective Intervention, 2013
This article focuses on the application of functional behavioral assessment (FBA) to design a positive behavior intervention (PBI) for a boy with Duchenne muscular dystrophy (DMD) who encounters serious difficulties at the mainstream school because of behavioral problems and physical limitations. After the definition of problem behavior and its…
Descriptors: Foreign Countries, Males, Behavior Problems, Physical Disabilities
Crawford, Lindy; Lloyd, Susan; Knoth, Kelly – Assessment for Effective Intervention, 2008
Type and quality of revisions made by students between first and final drafts of a state writing test were scored using a revision taxonomy. Scorers categorized revisions first by unit (e.g., word, phrase, sentence), and then by type (e.g., addition, substitution, spelling). They then evaluated the impact of each revision on the readability of the…
Descriptors: Writing Tests, Revision (Written Composition), State Standards, Writing Evaluation
Sitlington, Patricia L.; Clark, Gary M. – Assessment for Effective Intervention, 2007
This article will first provide an overview of the transition assessment process in terms of the requirements of the Individuals with Disabilities Education Improvement Act of 2004 and the basic tenets of the process. The second section will provide an overview of the methods of gathering assessment information on the student and on the living,…
Descriptors: Individualized Education Programs, Disabilities, Individualized Instruction, Individualized Transition Plans
Klein-Ezell, Colleen; Ezell, Dan – Assessment for Effective Intervention, 2005
Portfolio assessment has gained momentum as educators search for more authentic ways to document student performance. Many aspects of portfolio assessment are beneficial for students with cognitive disabilities/mental retardation. This article explores various benefits the portfolio assessment process offers diagnosticians and other educators…
Descriptors: Evaluation Methods, Student Evaluation, Portfolio Assessment, Mental Retardation
Carothers, Douglas E.; Taylor, Ronald L. – Assessment for Effective Intervention, 2005
The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning,…
Descriptors: Portfolios (Background Materials), Portfolio Assessment, Mental Retardation, Caregivers
Peer reviewedGarrett, Brent; Towles, Elizabeth; Kleinert, Harold; Kearns, Jacqui – Assessment for Effective Intervention, 2003
This article provides a template to assist policymakers in developing and refining reliable large-scale alternate assessments for students with significant disabilities unable to participate in general state and district assessments. It also discusses Kentucky's 10-year experience with its alternate assessment and experiences of other states…
Descriptors: Alternative Assessment, Disabilities, Elementary Secondary Education, Evaluation Methods
Peer reviewedKleinert, Harold L.; Garrett, Brent; Towles, Elizabeth; Garrett, Michelle; Nowak-Drabik, Karen; Waddell, Christina; Kearns, Jacqueline Farmer – Assessment for Effective Intervention, 2002
A study investigated the extent to which alternate assessment scores for 41 12th-graders in Kentucky's Alternate Portfolio Program for students with significant disabilities correlated with a measure of post-school outcomes approximately one year after completing school. No significant relationship was found between these two measures. (Contains…
Descriptors: Alternative Assessment, Decision Making Skills, Employment, Interpersonal Relationship
Peer reviewedBurdette, Paula – Assessment for Effective Intervention, 2001
This article highlights alternate assessment scoring and reporting in Delaware and Indiana. Delaware's alternate assessment portfolios are scored by two third parties using a multidimensional rubric. In Indiana, lead teachers use a rubric similar to that used in general education assessments to score alternate assessment electronic portfolios.…
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Accountability, Alternative Assessment
Peer reviewedSitlington, Patricia L.; Clark, Gary M. – Assessment for Effective Intervention, 2001
This article presents the career/vocational assessment process as a critical component of transition planning for students with disabilities. It provides an overview of career/vocational assessment, methods of gathering assessment information, issues to consider, people involved in the assessment process, and recommendations for career/vocational…
Descriptors: Career Planning, Curriculum Based Assessment, Disabilities, Education Work Relationship
Peer reviewedKleinert, Harold L. – Assessment for Effective Intervention, 2001
This article sketches the historical context for the development of alternate assessment for students with disabilities, describes alternate assessment, and identifies some of the potential benefits of including students with significant disabilities in large-scale assessment. The correlation between alternate assessment scores and the…
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Accountability, Alternative Assessment
Notari-Syverson, Angela; Losardo, Angela; Lim, Young Sook – Assessment for Effective Intervention, 2003
Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to…
Descriptors: Alternative Assessment, Evaluation Methods, Young Children, Minority Groups
