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Showing 151 to 165 of 312 results
Peer reviewed
Direct linkLiu, Yi-Juin; Ortiz, Alba A.; Wilkinson, Cheryl Y.; Robertson, Phyllis; Kushner, Millicent I. – Assessment for Effective Intervention, 2008
Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant…
Descriptors: Eligibility, Learning Disabilities, Reading Achievement, Second Language Learning
Shyyan, Vitaliy; Thurlow, Martha L.; Liu, Kristin K. – Assessment for Effective Intervention, 2008
Effective reading, mathematics, and science instructional strategies for English language learners with disabilities participating in state accountability assessments are identified by educators of these students. Hmong students with disabilities indicate the importance of various strategies for their learning in a standards-based,…
Descriptors: Educational Strategies, Hmong People, Attitudes toward Disabilities, Second Language Learning
Liu, Kristin K.; Anderson, Michael – Assessment for Effective Intervention, 2008
This article studies accessible assessment design to large-scale English language proficiency assessments that are now mandatory for elementary and secondary English language learners in public schools. Using a modified Delphi approach, a panel of 33 experts from the areas of assessment, English as a second language or bilingual education, and…
Descriptors: Delphi Technique, Test Items, Sign Language, Bilingual Education
Albus, Debra; Thurlow, Martha L. – Assessment for Effective Intervention, 2008
All English language learners (ELLs) are to participate in an annual assessment of English language proficiency (ELP) under Title III of the No Child Left Behind Act of 2001. This includes ELLs with disabilities, regardless of whether they are high-incidence disabilities (e.g., learning disability) or low-incidence disabilities (e.g., deaf or hard…
Descriptors: Federal Legislation, Incidence, Disabilities, Second Language Learning
Solano-Flores, Guillermo; Li, Min – Assessment for Effective Intervention, 2008
The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…
Descriptors: Generalizability Theory, Test Items, Dialects, Academic Achievement
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
Spanjers, Deanna M.; Burns, Matthew K.; Wagner, Angela R. – Assessment for Effective Intervention, 2008
This study examines the relationship between systematic direct observation (SDO) of time on task (TOT) and student engagement as measured by a self-report task-specific measure. The research questions guiding the study are (a) what is the relationship between SDO of TOT and a self-report measure of student effort, and (b) what is the relationship…
Descriptors: Reading Comprehension, Observation, Time on Task, Grade 4
Hosp, John L.; Ardoin, Scott P. – Assessment for Effective Intervention, 2008
Assessment is a common task in education that has many varied purposes. One of these is the use of assessment data to make decisions about instructional planning. This article presents a framework for how to use assessment data to plan instruction. It also provides some background on terminology of assessment for instructional planning,…
Descriptors: Instructional Development, Student Evaluation, Data Analysis, Intervention
Wissick, Cheryl A.; Gardner, J. Emmett – Assessment for Effective Intervention, 2008
Practitioners with an expertise in assistive technology and technology assessments are in demand to be full participants in the selection, planning, and implementation of instruction for students with mild disabilities. Frequently, practitioners with knowledge of assistive technology are assigned to evaluate students with sensory, physical,…
Descriptors: Mild Disabilities, Technology Integration, Educational Technology, Assistive Technology
Shogren, Karrie A.; Wehmeyer, Michael L.; Palmer, Susan B.; Soukup, Jane Helen; Little, Todd D.; Garner, Nancy; Lawrence, Margaret – Assessment for Effective Intervention, 2008
Since the early 1990s, attention has been focused on the importance of self-determination in the education of students with disabilities. The purpose of this study was to further our understanding of the construct of self-determination by examining the relationship between the "Arc's Self-Determination Scale" and the "American Institutes for…
Descriptors: Self Determination, Structural Equation Models, Attitudes toward Disabilities, Measures (Individuals)
Fuchs, Lynn S.; Fuchs, Douglas; Zumeta, Rebecca O. – Assessment for Effective Intervention, 2008
Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Sampling, Mathematical Applications
Lembke, Erica S.; Foegen, Anne; Whittaker, Tiffany A.; Hampton, David – Assessment for Effective Intervention, 2008
The purpose of this study was to examine the use of three early numeracy measures to monitor the mathematics progress of students across time. One hundred and seven kindergarten and Grade 1 students were administered quantity discrimination, number identification, and missing-number measures once each month for 7 months. Alternate form reliability…
Descriptors: Standardized Tests, Numeracy, Reliability, Identification
Kroeger, Stephen D.; Phillips, Linda J. – Assessment for Effective Intervention, 2007
Educators from four states participated in a pilot study to enhance and field-test an assessment guide for assisting teams in creating student-centered behavior plans. The assessment guide attempts to consciously match the multi-layered tenets of positive behavior support with the behavioral intervention and support process for maximum…
Descriptors: Behavior Modification, Educational Environment, Positive Reinforcement, Planning
Williams, Thomas O., Jr.; Fall, Anna-Maria; Eaves, Ronald C.; Darch, Craig; Woods-Groves, Suzanne – Assessment for Effective Intervention, 2007
The factor structure of the "KeyMath--Revised Normative Update" (KMR-NU) "Form A" was analyzed using data from a sample of 130 students. The KMR-NU is composed of 13 subtests that are purported to measure three important aspects of math ability: Basic Concepts, Operations, and Applications. A confirmatory factor analysis employing scaled scores…
Descriptors: Mathematical Models, Goodness of Fit, Academic Ability, Mathematics
Burke, Mack D.; Hagan-Burke, Shanna – Assessment for Effective Intervention, 2007
The purpose of this study was to examine the concurrent criterion-related (or convergent) validity of first grade measures from the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS; Good & Kaminski, 2002). The DIBELS subtests of Phoneme Segmentation Fluency, Nonsense Word Fluency, Oral Reading Fluency, Retell Fluency, and Word Use…
Descriptors: Reading Fluency, Norm Referenced Tests, Validity, Emergent Literacy
