Instructor’s Resource Manual & Test Bank – Assessment in Special Education, 1st Edition – Witte, Woodin, Bogan – ISBN 9780132108195 (Chapters 1–15 Covered)

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Assessment in Special
Education, 1st Edition
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INSTRUCTOR’S
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RESOURCE
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MANUAL &
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TEST BANK
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Raymond H. Witte Michael F. Woodin Jane E. Bogan
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Comprehensive Instructor’s Resource Manual & Test Bank for Instructors and
Students

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9780132108195

© Raymond H. Witte, Michael F. Woodin & Jane E. Bogan. All rights reserved.
Reproduction or distribution without permission is prohibited.




© MEDCONNOISSEUR

, TABLE OF CONTENTS

Instructor’s Resource Manual & Test Bank – Assessment in Special Education (1st Ed.)
Authors: Raymond H. Witte, Michael F. Woodin, and Jane E. Bogan
ISBN: 9780132108195
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PART I: FOUNDATIONS AND ETHICS OF ASSESSMENT

Chapter 1: Special Education History and Legislation: Impact on Current Classroom Assessment
Practices
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Chapter 2: Assessment in Today's Classroom: Purpose, Function, and Ethical Practice
Chapter 3: Connecting Assessment to Instruction: Essential Components to the Process
Chapter 4: Response to Intervention and Progress Monitoring

PART II: FOCUS ON THE LEARNER AND DATA LITERACY
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Chapter 5: Child as Assessment Focus
Chapter 6: Accountability in the Classroom: Using Assessment Results to Confirm and Enhance
Student Learning
Chapter 7: Intelligence and Adaptive Behavior Measurement: Using Test Results to Enhance Learning
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Outcomes
Chapter 8: Assessment of Student Behavior

PART III: ACADEMIC ASSESSMENT AND EVIDENCE COLLECTION
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Chapter 9: Assessment of Reading, Writing, and Mathematics
Chapter 10: Assessment Measures Used in Collecting and Interpreting Student Learning Evidence
Chapter 11: Student Evidence for Special Education Qualification and High-Quality Services

PART IV: COLLABORATION, ACCOMMODATION, AND IMPLEMENTATION
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Chapter 12: Multidisciplinary Team and the Role of Parents
Chapter 13: Assessment Accommodations and Grading Students in the Classroom
Chapter 14: IEP Development and Implementation
Chapter 15: Technology and Assessment of Student Learning
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, Chapter 1:
Special Education History and Legislation:
Impact on Current Classroom Assessment Practices

A historical review of the events and periods of philosophical thought from the early twentieth century
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through present day that have impacted assessment is provided in this chapter. The litigation that directs
current assessment practices such as the use of non-biased assessments, and administration and
interpretation of various assessment measures in a timely manner are examined. An evolution of the
federal legislation that mandates classification categories, specific guidelines and timelines for assessment
is described with an emphasis on the legal requirements involving parental consent and participation,
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roles of a multidisciplinary team, and due process. A comparison of federal legislation from preschool to
adulthood is provided along with important information regarding the impact of federal civil legislation
(Rehabilitation Act of 1973).

Potential Chapter 1 Activities:

Have your class watch the movie The Wild Child (1970). Discuss Itard’s treatment of Victor and
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how it impacts special education today.

2. Invite a special education lawyer to speak to your class about past and current court cases that
impact special education services. As part of this activity each student group (no more than two
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or three students per group) could research a particular current court case and present on its
potential impact on current special education regulations and practices in the classroom.

3. In-class groups (four to five students each) create a brochure for parents and/or school districts
that detail the commonalities and differences between IDEIA, Section 504, and ADA relative to
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people with disabilities at different ages and in different settings.

Test Item Key for Chapters:
Revised Bloom Taxonomy (Anderson & Krathwohl, 2001)
Knowledge Dimensions:
FK=Factual Knowledge CK=Conceptual Knowledge
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PK=Procedural Knowledge MK=Meta-cognitive Knowledge

Cognitive Dimensions:
R=Remember U=Understand Ap=Apply
An=Analysis E=Evaluate C=Create
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1

, Chapter 1:

(FK/E) 1. The original Binet-Simon scale was developed to help assess the needs of students after the
French government mandated education for all children. The scale’s developers used everyday tasks that
related to the developmental levels of students’ ages. Binet-Simon developed the original scale to reflect
the following positions except:
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a. scores were used to identify children who needed additional assistance
b. scores were not intended to be used to identify children as incapable
c. scores were not used to support any theory or intellect or define an innate/permanent ability
d. scores were used to determine an intelligence quotient
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(FK/U) 2. How did Terman revise the Binet-Simon scale for the English population?

(FK/R) 3. After World War I schools began to use _______________ tests, which covered more material,
allowed peer comparisons and were less subjective to identify students who may have an educational
problem.
a. intelligence Quotient
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b. standardized achievement
c. essay writing
d. behavioral
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(FK/U) 4. How did David Wechsler’s test differ from previous intelligence assessments?
a. It measured both verbal and nonverbal ability
b. It measured student achievement
c. It measured the potential of a student
d. It measured innate or permanent ability
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(CK/U) 5. A child you are working with is struggling in school; they cannot seem to grasp the material
you are teaching. The child’s intelligence is of average ability; it is decided that this child has a learning
disability. Of the following responses, what is the best way you could explain the cause of a learning
disability to a parent?
a. It is caused by a personality disorder
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b. It is caused by limitations in linguistic, auditory, and/or visual dysfunction
c. It is caused by low motivation
d. It is caused by deafness, blindness or other processing impairments

(PK/An) 6. A native Spanish-speaking student you have been working with was recently labeled as
learning disabled. The assessor made sure to obtain parental consent before testing, provide testing in all
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the suspected areas of a disability and to include parents in planning meetings for the student. What
aspect of the Education for all Handicapped Children did the assessor not do, thereby risking the child’s
right to a Free and Appropriate Education in the Least Restrictive Environment?
a. The student was not observed in the classroom
b. The student was not provided with reasons for why they were being tested
c. The parents were not asked to sit in on the testing situation to observe
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d. The assessment(s) was not conducted in the student’s native language

(PK/E) 7. A student who has severe asthma needs to take medication every day during school, he must
also carry his inhaler with him in case of an attack, and deodorizer fumes can set off an attack, so they
must not be used around the student. What type of plan should be in place to ensure that the school staff
knows about the disease, the potential needs of the student, equipment that may be needed and procedures
that are in place to help the student access the curriculum?


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