Links
Web resources collected for the Assessment Resource Guide
Teaching and Learning Research Programme. Assessment for learning – formative purposes
The materials in this link suggest ways of applying research insights in practical classroom settings. It provides examples of how to improve assessment practices such as questioning, planning for assessment, observing learning, analysing and interpreting evidence of learning, giving feedback to learners, supporting learners in self-assessment and how to work collaboratively with your colleagues. Produced by CUREE (Centre for the Use of Research and Evidence in Education), they draw on TLRP (Teaching and Learning Research Programme) projects and other research findings. They are structured by Andrew Pollard's handbook, readings and website on 'reflective teaching' (see http://www.rtweb.info/ ).
Helping Children Learn Mathematics; Adding it up
Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. Adding it Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Glossary of educational testing terms
Glossary of educational testing terms on the website of the National Center for Research on Evaluation, Standards, & Student Testing.
Response to Intervention online videos
Response to Intervention online videos from California Department of Education.
SPECIALREFORMEN
A website with information on the Specialreformen in Copenhagen.
Guidelines on the Individual Education Plan Process
Copies are available from: A guide to good practice in realtion to the preparation, implementation and review of Individual Education Plans. Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or directly from: National Council for Specila Education 1-2 Mill Street Trim Co. Meath Tel: 046-9486400 Fax: 046-9486404
Special Educational Needs
The focus of the guidelines is on the process schools and teachers may use to identify and cater for the special educational needs of individual pupils in proportion to the impact of those needs on their learning and socialisation. The process moves from simple classroom based interventions to more specialised and individualised interventions. To be purchased directly from: Government Publications Sales Office Sun Alliance House, Molesworth Street, Dublin 2 Or by mail order from: Government Publications Postal Trade Section 51 St. Stephen's Green, Dublin 2 Tel: 01 6476834 Fax 01 6476843
European Network for Inclusive and Cognitive Education (INCLUES)
INCLUES is a European Comenius network supported by the European Commission The website of INCLUES provides examples of good practice on inclusive education and cognitive education. It also provides a calendar with conference events, and offers the possibility of downloading newsletters, documents, papers and conference proceedings.
Evaluating inclusion: an examination of parent views and factors influencing their perspectives
The study examined perceptions of issues associated with inclusive education of 437 parents from a midwestern state in the United States who have a child with a mild, moderate, or severe disability. Parents responded to a modified form of the Opinions Related to Mainstreaming (ORM) Scale and provided additional written comments. Parents gave strong support to the inclusion concept from a legal and philosophical standpoint. They identified social and emotional outcomes as benefits of inclusion, yet were concerned about possible social isolation, negative attitudes, the quality of instruction, teacher training and skills, and support from teachers and from other parents. Several background variables were related to attitudes. Stronger support for inclusion was given by parents of younger children, children with mild disabilities, parents who reported not knowing their child's education placement, and those with college education. Implications for practices and future research are discussed.
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities
Link to a paper by Steven Graham, Karen R. Harris, and Lynn Larsen entitled 'Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities' The paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing instruction, (b) tailoring instruction to meet the individual needs,(c) intervening early, (d) expecting that each child will learn to write, (e) identifying and addressing roadblocks to writing, and (f) employing technologies.
Equity of Teacher Quality across Schools (Education Trust)
The Education Trust advances its mission along several fronts, from raising its voice in national and state policy debates to helping teachers improve instruction in their classrooms. Regardless of where it occurs, our work maintains a relentless focus on improving the education of all students, and particularly those students whom the system has traditionally left behind. The Education Trust provides: advocacy that encourages schools, colleges, and whole communities to mount effective campaigns so that all their students will reach high levels of academic achievement; analysis and expert testimony on policies intended to improve education; and writing and speaking for professional and general audiences about educational patterns and practices - both those that cause and those that close achievement gaps between groups of students; research and wide public dissemination of data identifying achievement patterns among different groups of students; assistance to school districts, colleges, and community-based organizations to help their efforts at raising student achievement, especially among minority and poor students.
The National Center for Culturally Responsive Educational Systems RtI Position Paper
Cultural Considerations and Challenges in Response-to-Intervention Models - An NCCRESt Position Statement.
DIBELS home site
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS were developed to measure recognized and empirically validated skills related to reading outcomes. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.
A curriculum of opportunity: developing potential into performance
Meeting the needs of more able and talented pupils.
National Reading Panel
Link to the National Reading Panel - summary report on what works to teach reading.
Special Education Support Service, Ireland
Materials to download under 'Official Documents'.
Practical Assessment, Research & Evaluation (PARE)
Practical Assessment, Research & Evaluation (PARE) is an on-line journal supported entirely by volunteer efforts. Its purpose is to provide access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice.
What Works Clearinghouse
Link to What Works Clearinghouse: an initiative of the U.S. Department of Education's Institute of Education Sciences. It was established in 2002, and it is a central and trusted source of scientific evidence for what works in education.
Development of Expertise for Teachers who Do Itinerant Work for Multiple Disabled Visually Impaired Children
Comenius project of the European Community; Project Partners: Belgium, Czech Republic, Germany, Luxemburg, and Norway The aim of the Comenius project 'Development of Expertise for Teachers who Do Itinerant Work for Multiple Disabled Visually Impaired Children' was to increase expertise of the itinerant teacher. Teachers have problems in finding appropriate teaching materials for children with severe multiple disabilities and visual impairment. The products of the project can be useful for teachers of schools for mentally retarded who work with these children. The CD-Rom contains examples of good materials stimulating the activity of the child. For copies contact: Staatliche Schule fur Sehgeschadigte Lutherstrasse 14 D - 24837 Schleswig
Pathways to Inclusion
The purpose of this staff development material is to distribute to teachers, parents and support services elements of successful practices of inclusive schooling. It was produced during the years 1998-2001 by a collaborative team from Austria, Iceland, Portugal and Spain as part of a Leonardo da Vinci project named Enhancing Teachers’ Ability in Inclusion (ETAI). It is based on several case studies of successful efforts towards inclusive education in compulsory schools in the four countries.
Assessment Reform Group
The aim of the Assessment Reform Group (ARG) is to ensure that assessment policy and practice at all levels takes account of relevant research evidence. In pursuit of this aim the main targets for the Group's activity are policy-makers in government and its agencies. It also works closely with teachers, teacher organisations and local education authority staff to advance understanding of the roles, purposes and impacts of assessment. Further info: http://k1.ioe.ac.uk/tlrp/arg/contact.html
Journal of Educational Measurement (JEM)
The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
National Council for Special Education, Ireland
Downloadable material under 'Publications': Guidelines on the Individual Education Plan Process (2006)
Clinical Science Links and Resources
Links to evidence-based practices.
Responsiveness To Intervention: An Alternative Approach To The Identification Of Learning DisabilitiesS
Link to a Word document on Responsiveness To Intervention.
National Center on Student Progress Monitoring
Link to the National Center on Student Progress Monitoring.
Response to Intervention: An Introduction/Overview of Heartland, Iowa’s Model
Link to an article by Christina A. Samuels on Response to Intervention: An Introduction/Overview of Heartland, Iowa’s Model.
Quality and Utility: The 1994 Trial State Assessment in Reading
This report evaluates the conduct, validity and uses of the National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA). Discusses how definition of achievement levels can be achieved and errors minimised, how inclusion of children with limited English proficiency or disabilities can be included and reported.
Reading Resources
Link to Reading Resources.
National Institute of Child Health and Human Development (NICHD)
Link to the National Institute of Child Health and Human Development (NICHD) Reading research & practice resources.
Dylan Wiliam's website
From this website it is possible to download articles, presentations and other documents produced by Prof. Dylan Wiliam, one of the founding members of the Assessment Group at King’s College, London, UK. The website also provides a long list of recent publications concerning assessment for learning and current projects in this field of study. Further info: http://www.kcl.ac.uk/schools/sspp/education/research/groups/assess.html
Congress: Realizing and Acting - a region faces the challenge of inclusion
The power point presentations and audiodocumentation of the presentations presented at the second case study visit of the Assessment Project held in Reutte, Austria, between 28 February - 1 March 2008 ("Erkennen und Handeln, eine Region stellt sich der Herausforderung Integration") are available here.
Congress: Realizing and Acting - a region faces the challenge of inclusion
The power point presentations and audiodocumentation of the presentations presented at the second case study visit of the Assessment Project held in Reutte, Austria, between 28 February - 1 March 2008 ("Erkennen und Handeln, eine Region stellt sich der Herausforderung Integration") are available here.
National Institute for Literacy
Link to the National Institute for Literacy (research, interventions, publications preK-adult).
International Reading Association (RtI information site)
Focus on Response to Intervention (RtI) Response to Intervention aims to prevent unnecessary assignment to special education. With RTI, low-performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.
National Educational Welfare Board, Ireland
Downloadable material under 'Publications'/'Parents': Guidelines on the Assessment of Education in Places other than Recognized Schools (2003)
National Association of School Psychology RtI Factsheets
Link to National Association of School Psychology RtI Factsheets.
Department of Education and Science, Ireland
Resources to download from 'Reports and Publications', such as: Special Educational Needs - A Continuum of Support (Resource Pack for Teachers) (2007) Inclusion of Students with Special Educational Needs - Post Primary Guidelines (2007) Primary School Assessment Kit - Test s for English Language Proficiency (2007) Learning-Support Guidelines (2000) The Report of the Task Force on Autism (2001) Report of the Task Force on Dyslexia (2002)
Framework for the Assessment of Vulnerable Children and their Families
The purpose of this project was to develop a template for assessment that would guide practitioners in responding to concerns about children by gathering information on all relevant aspects of their lives, and analysing this data in order to plan interventions that would promote better outcomes for these children and their families. Available from: obrien6@tod.ie
Working with Diverse Learners and School Staff in a Multicultural Society
Learners from diverse multicultural groups, children with disabilities, and gay and lesbian youth will continue to present challenges to schools and those providing educational and support services. The development of educational curriculums that enhance awareness, knowledge, and skills for students is vital if schools are to provide culturally relevant, respectful, and affirming teaching environments. To that end, the development of culturally sensitive assessment and intervention strategies, multicultural consultation, and professional training needs to take place. Structured along the lines of awareness, knowledge, and skills development, such actions will enhance diversity within the school environment. The diverse student and community can be conceptualized as a wonderful and exciting element of the world we live in, and not as a hindrance to the educational process. The authentic involvement of parents as active and empowered members of the school community will link school staff with the diverse learner, further increasing and affirming cultural diversity within our school settings.
Assessment for disabled students: an international comparison
This document provides general information on assessment arrangements for disabled students in various countries. The focus is on assessment in secondary education. Some of the information provided in this document is more general than that collected via the Assessment in Inclusive Settings project and there are some contradictions in country specific information presented in this paper and Agency Assessment project Country Reports readers should be aware of.
Improving student performance in reading
Improving student performance in reading on the website of U.S. Department of Education.
Introduction to Response to Intervention: What, why, and how valid is it?
This is a link to a 99 page paper entitled 'Introduction to Response to Intervention: What, why, and how valid is it?' by Douglas Fuchs and Lynn S. Fuchs in IRA's RtI Resource Library.
Evidence-based interventions searchable data base (various)
Link to the The Campbell Collaboration, which is 'an international research network that produces systematic reviews of the effects of social interventions. Campbell is based on voluntary cooperation among researchers of a variety of backgrounds.'
Power and partnership in education: parents, children and special educational needs
Recent legislation - the 1981 and 1993 Education Acts - have emphasized the need for parents to work as partners with professionals in the assessment of children's special educational needs. This book explores that notion of partnership and subjects it to critical scrutiny. It describes the assessment process from both the parental and professional standpoints, looking in particular at the parent-professional relationship and the barriers that might inhibit effective partnerships between parents and professionals. The child's viewpoint is equally important, and later chapters examine children's own accounts of the assessment process.
The assessment of special educational needs: whose problem?
The debate about special needs provision has increased dramatically over the last 15 years, however, despite the widespread concern over both learning and behavioural difficulties, there have been few attempts to analyse in detail the process of assessment by which children are being identified as having special educational needs. Drawing upon research carried out by the authors, this book fills that gap by examining the process in detail. It considers the assessment process itself and how it affects and is affected by other areas of school policy - in some cases causing tension and conflict such as parental participation, the use and allocation of resources and multi-professional decision-making. A feature of the book is its analysis of the impact of the National Curriculum and the local management of schools (LMS) provision for special needs.
Using data from high-stakes testing in program planning and evaluation
Resource published in Journal of Applied School Psychology, 23(2), 129-150.
Meta-analytic review of responsiveness-to-intervention research: examining field-based and research-implemented models
Resource published in Journal of Psyhchoeducational Assessment, 23, 381-394.
Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences
Resource published in Communiqué, 34(3), 1, 14-15.
Learning Disabilities: Research & Practice, 8(3)
Resource edited by Fuchs, L. S.
A consumer’s guide to evaluating a core reading program grades K-3: A critical analysis
Published resource.
The effects of direct training and treatment integrity on treatment outcomes in school consultation
Resource published in School Psychology Quarterly, 17(1), 47-77.
Evidence-Based Interventions: From research to practice
Resource published in NASP Communiqué, 35(6).
Identifying Skills for Promoting Successful Inclusion in Kindergarten
This article discusses assisting children with delays and disabilities to develop skills which will maximise their chances of success in regular education classrooms. 33 children were measured following one term and one year in regular kindergarten. Assessments based on teacher. Weak relationships between the direct and indirect measures of classroom skills raise questions about the interpretation of research that relies entirely on the perceptions of teachers.
Educating Students with Mild Disabilities
The second half of the book, ‘New Practices,’ includes the following: ‘Linking Assessment, Curriculum, and Instruction of Oral and Written Language’ (Caren Wesson and others); ‘Curriculum-Based Measurement and Problem-Solving Assessment: Basic Procedures and Outcomes’ (Mark Shinn and Dawn Hubbard); ‘Comprehensive Curriculum for Students with Mild Disabilities’ (Edward Polloway and others); ‘Whole Language and Learners with Mild Handicaps’ (Carol Westby); ‘Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures’ (Steve Graham and LeAnn Johnson); ‘The Foxfire Pedagogy: A Confluence of Best Practices for Special Education’ (E. Eugene Ensminger and Harry Dangel); ‘Teaching Students with Learning Problems in Math’ (Cecil Mercer and Susan Miller); ‘Techniques for Mediating Content-Area Learning: Issues and Research’ (Edwin Ellis and B. Keith Lenz); and ‘Effective Mathematics Instruction: Development, Instruction, and Programs’ (John Wills Lloyd and Clayton Keller).
The Children’s Revised Impact of Event Scale (CRIES): Validity as a Screening Instrument for PTSD
CRIES is a child friendly measure designed to screen children at risk for PTSD. It has good face and construct validity, a stable factor structure, correlates well with other indices of stress. The paper discusses instruments correlation with DSM-IV and the parents’ scale ADIS-CP. Besides the major purpose of the paper it also demonstrates the ways in which other professional groups validate and use scales for children.
Manual for the Child Behaviour Checklist and revised Child Behaviour Profile
The Child Problem Behavior Checklist was generated from the Child Behavior Checklist (Achenbach & Edelbrock, 1981), the Revised Behavior Problem Checklist (Quay & Peterson, 1987) and other behavior checklists. The scale is one of the most widely-used measures in child psychology. It is composed of 112 items that each significantly differentiate clinically-referred from non-referred children. The items of the CBCL were factor analyzed to empirically identify the forms of psychopathology that actually occur in children. These items are presented in alphabetical order to reduce the bias that might occur as a result of informants' preconceived notions regarding the presence or absence or a particular disorder. See more at http://www.fasttrackproject.org/techrept/c/cbc/ where an extensive review can be found or at http://cps.nova.edu/~cpphelp/CBCL.html
The Nation's Report Card website
The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. NAEP reports information for the nation and specific geographic regions of the country. It includes students drawn from both public and nonpublic schools and reports results for student achievement at grades 4, 8, and 12.
Evidence-Based Interventions in School Psychology
Link to a paper on evidence-based interventions in school psycology.
Oregon’s Reading First Center: Review of Comprehensive Reading Programs
The results of the Oregon Reading First Curriculum Review Panel's work are presented here.
National Council for Curriculum and Assessment, Ireland
Downloadable material under 'Publications': Reports: Interim Report on the Developmental Initiative in Assessment for Learning in Junior Cycle Consultative documents: Curriculum, Assessment and ICT in the Irish Context: A Discussion Paper, 2004 Draft syllabuses and guidelines: Assessment in the Primary School Curriculum: Guidelines for Schools (2007) Guidelines for Teachers of Students with General Learning Disabilities (2007) Exceptionally Able Students: Draft Guidelines for Teachers (2007) Assessment for Learning, Phase 1 (2004) Assessment for Learning, Phase 2 (2005) Other publications: Assessment for Learning (leaflet) (2004) Supporting Assessment in Schools: Standardised Testing in Compulsory Schooling (leaflet) (2005)
Including Students with Disabilities in Large-Scale Testing: Emerging Practices
This brief identifies practices that include students with disabilities in large-scale assessments as required by the reauthorized and amended 1997 Individuals with Disabilities Education Act. It notes relevant research by the National Center on Educational Outcomes and summarizes major findings of studies funded by the U.S. Office of Special Education Programs concerning appropriate accommodations, alternate assessments, and reporting of results. In the area of appropriate accommodations, the paper finds great variations across disability groups and from district to district and state to state. Efforts to embed curriculum-based measurement into the process, develop a classification of accommodations, and create standardized methods for determining accommodation validity are summarized. Addressing alternate assessments, the paper notes efforts in Kentucky to use portfolio assessments and in Maryland to measure outcomes that are life-skills oriented. Concerning the reporting of results, the paper describes an effort in Long Beach, California, to tie large-scale assessments to school effectiveness policies and include all special education students. SUMMARY The 1997 Reauthorization of IDEA stresses the importance of including students with disabilities in all educational reform activities. Special education researchers and practitioners are pioneering efforts to prepare these students to take part in and succeed in large-scale assessments, thus ensuring that the mandate is implemented in the best interests of the students and their families. (Digest Summary)
Preparing Our Teachers: Opportunities for Better Reading Instruction
Link on the National Academies Press to 'Preparing Our Teachers: Opportunities for Better Reading Instruction'. This book carefully outlines what classroom teachers need to know and what they need to be able to do to give children in preschool through grade 4 the essential opportunities to become good readers. It discusses what teacher education programs need to do to make their students good teachers of good readers and looks at what schools and school districts need to do to keep their teachers up to date for teaching reading. Authors: Dorothy Strickland, Catherine Snow, Peg Griffin, M. Susan Burns, and Peggy McNamara for the New Brunswick Group
Preventing Reading Difficulties in Young Children
With literacy problems plaguing as many as four in ten American children, this important book draws upon the expertise of psychologists, neurobiologists, and educators to establish clear recommendations on several prominent education controversies. This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors. Authors: Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors; Committee on the Prevention of Reading Difficulties in Young Children, National Research Council
British Education Index (BEI)
Education-line is a freely accessible database of the full text of conference papers, working papers and electronic literature which supports educational research, policy and practice.
Qualifications and Curriculum Authority
Materials can be purchased under 'Order Publications'.
Vurdering for laering
It is a booklet about assessment for learning and it provides practical information about to implement assessment for learning in schools.
Teaching Expressive Writing to Students with Learning Disabilities: A Research Synthesis
Link to 'Teaching Expressive Writing to Students with Learning Disabilities: A Research Synthesis' by Russell Gersten, Ph.D., and Scott Baker, Ph.D. Eugene Research Institute, University of Oregon, with Lana Edwards, University of Oregon. The report synthesizes recent findings of research on expressive writing. Included in this research report, or meta-analysis, were 11 expressive writing group studies that enrolled a total of 436 children in grades three to nine. The express purpose of each of the studies reviewed was to teach students to be better writers.
Children's Research Centre, Ireland
Framework for the Assessment of Vulnerable Children & Their Families: Assessment Tool and Practice Guidance (2006) can be purchased by going to 'Order a publication' or at this link http://www.tcd.ie/childrensresearchcentre/index.php?id=130&pubid=148&mode=full
CASE (Council of Administrators of Special Ed.) RtI resource site
Link to the Council of Administrators of Special Education,Inc. resource site.
Special Populations: Migrant Students with Disabilities; Native Pacific Basin and Native Hawaiian Students with Disabilities. Appendix G.
This appendix to the 14th annual report on implementation of the Individuals with Disabilities Education Act contains reports on progress in addressing the needs of two special populations: migrant students with disabilities and Native Pacific Basin and Native Hawaiian students with disabilities. Migrant students with disabilities tend to have additional disadvantages that complicate service delivery, including poverty, limited English proficiency, residence in rural areas where services are limited, disruptions to service delivery and needs assessment due to mobility, lack of parental involvement, and shortages of qualified teachers and other personnel. Recommendations for improving service delivery to this population include development of appropriate teacher education programs, expanded data collection, development of assessment instruments for language-minority limited-English-proficient students with disabilities, improving communication between sending and receiving school districts, reassessment of the Migrant Student Record Transfer System, interagency cooperation, and inclusion of bilingual migrant staff members. Native Pacific Basin students with disabilities also have additional disadvantages: geographic isolation, language and cultural differences, very limited financial resources, and shortages of trained educators. Issues related to cultural and linguistic differences are also relevant for Native Hawaiians. Interagency cooperation in the provision of services and innovative approaches to programming have shown some promise in the Pacific region. However, additional data and research are needed. The two reports contain 65 references. Data tables detail numbers and percentages of students receiving special education services, by disability.
Ten Myths of Reading Instruction
Link to an article by Sebastian Wren 'Ten Myths of Reading Instruction' on the website of the Southwest Educational Development Laboratory.
Starting Out Right: A Guide to Promoting Children's Reading Success
This book discusses how best to help children succeed in reading. The book includes 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. A must read for specialists in primary education as well as pediatricians, childcare providers, tutors, literacy advocates, and parents. Authors: M. Susan Burns, Peg Griffin, and Catherine E. Snow, Editors; Committee on the Prevention of Reading Difficulties in Young Children, National Research Council
Assessment in the Primary School Curriculum
This document has been developed to support teachers' knowledge and understanding of assessment, and to assist schools in developing and implementing and assessment policy. The guidelines provide examples of how teachers gather information about children's progress and achievement, use this information to enrich teaching and learning, and report this information to all those concerned with children's education. For further info: NCCA National Council for Curriculum and Assessment 24 Merrion Square, Dublin 2 T: +353 1 661 7177 F: +353 661 7180
Exceptionally Able Students
The Guidelines are intended for use by all teachers and should also be accessible to a range of other personnel directly involved with the student's education. These include parents/guardians, special needs assistants (SNAs), therapists, management staff, guidance counsellors, carers, advisory support services and professional from health , social services abd the voluntary sector.
Quality Counts (Education Week’s annual evaluation of states)
Link to Education Week’s annual evaluation of states in the U.S.
Skills framework for 3 to 19-year-olds in Wales
www.wales.gov.uk
Primary School Assessment Kit
The tests in this book were develped by Integrate Ireland Language and Training with the help of language support teachers working in primary schools around the country. The tests are based on IILT's English language Proficiency Benchmarks. The benchmarks specify what pupils should be able to do in English at each level and thus reflect the task-based approach to teaching and learning promoted by IILT. The pack contains three complete sets of tasks for English language assessment. SET 1 Placement assessment is intended for use with pupils who have arrived in the school recently as the content of the tests is not dependent on any curriculum learning. It is generally recommended that these tests are best applied some weeks after the pupil has begun language support in order to allow for a settling down period. SET 2 Progress and achievement assessment including the themes: Myself, Our School, Colours, shapes and opposites SET 3: Progress and achievement assessment including the themes: People who help us, Myself, Our school, Colour, shapes and opposites, Transport and travel, The local and wider community
Improving student performance in math
Improving student performance in math on website of U.S. Department of Education.
Intervention Central (curriculum-based reading & math assessment & interventions)
Intervention Central offers free tools and resources to help school staff and parents to promote positive classroom behaviors and foster effective learning for all children and youth.
Norm-referenced, Criterion-referenced, and Dynamic Assessment: what exactly is the point?
Assessment of individual children and young people has remained a major focus of professional activity for educational psychologists (EPs) and one surrounded by continuing controversy. Despite the arguments of the 'reconstructing movement' of the 1970s, and ensuing debates, individual assessment has survived seemingly as strong as ever. Subsumed within arguments concerning the prominence given to individual assessment, another set of discussions has concerned the paradigms from which such professional activity might derive. Located among constructs contrasting environment with individual and static with interactive perspectives, the particular debate within individual assessment has centred on the relative merits of norm-referenced, criterion-referenced, curriculum-based and dynamic methods. This article presents a taxonomy of purposes and procedures deriving from these major assessment paradigms. This collection is illustrated by examples taken from EP reports, and the relative familiarity and use of each approach by one major audience group is evaluated through examining questionnaire responses from 59 Special Educational Needs Coordinators within one Local Education Authority.
Department of Health and Children, Ireland
Downloadable material under 'Publications': Standards for the Assessment of Need (2007)
Educators' Guide to Schoolwide Reform
This report examines the claims for 24 schoolwide approaches. It draws on the expertise of the American Institutes for Research (AIR), an independent, internationally recognized research organization. First, the approaches to be examined were identified; then AIR was asked to rate their effectiveness in raising student achievement and to describe the approaches along a number of dimensions.
Assessment As Learning
Assessment and evaluation are central to educational reform, and they represent major shifts in thinking about learning, about schools, and about teaching. Assessment as Learning represents one of these crucial changes, but it encompasses more than just using a variety of new techniques. The concept of Assessment as Learning allows teachers to use their judgment about children’s understanding to inform the teaching process and to determine what to do for individual children. Corwin Press do a whole series called Experts in Assessment: http://www.corwinpress.com/series.aspx?sid=86&sc=2
Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide
Educational interventions based on rigorous evidence on the website of U.S. Department of Education.
The Children’s Revised Impact of Event Scale (CRIES): Validity as a Screening Instrument for PTSD
CRIES is a child friendly measure designed to screen children at risk for PTSD. It has good face and construct validity, a stable factor structure, correlates well with other indices of stress. The paper discusses instruments correlation with DSM-IV and the parents’ scale ADIS-CP. Besides the major purpose of the paper it also demonstrates the ways in which other professional groups validate and use scales for children.
Stars Shine Bright Deep in the Heart of LDA
This monograph brings together 16 one- to two-page abstracts from research poster sessions held at the March 1996 international conference of the Learning Disabilities Association of America. The first section, addressing research on assessment and characteristics of students with learning disabilities, includes abstracts on the Woodcock-Johnson Psychoeducational Battery in predicting university success, learning problems in homeless adolescents; literacy acquisition of Hispanic students; depression and learning disabilities; parents' and teachers' perceptions of children's language ability; cerebral blood flow in developmental specific learning disabilities; and a hypothesis of neuroanatomic localization and learning disabilities. The second section, addressing research on instruction and treatment, includes abstracts on self determination for youth with mild disabilities; the correlation between tutor usage and academic grades; transition from a special education school to a mainstream middle school; multisensory structured language techniques using the Wilson Reading System; metacognitive skills in the workplace; effects of self-monitoring with students having attention deficit disorders; effects of self- instruction on writing skills of students with learning disabilities; literacy in students with learning disabilities; and parent perspectives on inclusion.
Academic Gains of Students with Special educational Needs in an Independent Religious School
Saric discusses how children identifies ‘at risk’ or having special needs show little if any improvement as they get promoted to higher education grades. Teachers’ perceptions were studied. Discussion focussed on the instructional and assessment strategies that teachers perceived would benefit the academic achievement of children with special needs. Ways of overcoming the restrictions placed on teachers’ use of instruction and assessment strategies were also examined.
Educational & Child Psychology
Educational and Child Psychology is published four times a year. Each part of the publication consists of papers devoted to a theme of relevance for educational psychologists.
Einladung zur Tagung erkennen – handeln – begleiten - Pädagnostik und Prozessbegleitung als Herausforderung für die Schule
The website contains the power point presentations and some of the speeches of the conference on Assessment 'Einladung zur Tagung erkennen – handeln – begleiten - Pädagnostik und Prozessbegleitung als Herausforderung für die Schule' held in Maria Plain, Salzburg (Austria) on October, 15th, 2009.
Narrative assessment: a guide for teachers
This guide presents the central ideas behind the use of narrative assessment within a classroom context and provides examples of how the teachers, students, and parents/whānau involved in the project have worked with narrative to support assessment for learning. The guide and the associated exemplars offer an approach to narrative assessment adapted from the work of Margaret Carr (1998a and 1998b) on learning stories. The guide to narrative assessment describes how the exemplars are structured and identifies what teachers should look for in them. It also outlines how to: use learning stories in classroom settings; begin to write learning stories; analyse learning stories to illustrate learning over time.
