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ERIC Number: ED418117
Record Type: RIE
Publication Date: 1998
Pages: 640
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8013-1802-5
ISSN: N/A
Assessment of Children and Youth.
Cohen, Libby G.; Spenciner, Loraine J.
This book is designed to provide future and experienced educators and other professionals with a fundamental understanding of traditional and contemporary perspectives on the assessment of children and youth, aged 3 through 21. It features broad coverage of traditional and contemporary assessment approaches. Individual tests are discussed at length, and various assessments are explained in detail. A format for evaluating traditional and contemporary approaches is included, and case studies ("snapshots") illustrate the use of tests and assessment approaches. The text is accompanied by a World Wide Web site (http://longman.awl.com/assessnet) that provides students and instructors with numerous activities and ideas to extend learning. The following chapters are included: (1)"Looking at Assessment"; (2) "Involving Families and Being Responsive to Diversity"; (3) "Reliability and Validity"; (4) "Norms and Test Scores"; (5) "Observation, Interview, and Conferencing Skills"; (6) "Achievement: Overall Performance"; (7) "Performance-Based Assessment"; (8) "Reading"; (9) "Written Language"; (10) "Oral Language"; (11) "Mathematics"; (12) "Development of Young Children"; (13) "Cognitive Ability"; (14) "Adaptive Skills"; (15) "Problem Behavior in the Classroom"; (16) "Sensory and Motor Abilities"; (17) "Youth in Transition"; (18) "Interpreting Tests and Writing Reports"; and (19) "Implementing Program Evaluation." Each chapter contains references. (Contains 72 tables and 133 figures.) (SLD)
Longman, A Division of Addison Wesley Longman, Inc., 1900 East Lake Avenue, Glenview, IL 60025 ($48.50); Website: http://longman.awl.com/assessnet
Publication Type: Books; Guides - Classroom - Learner; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Students
Language: English
Sponsor: N/A
Authoring Institution: N/A