By Rachel Brown-Chidsey PhD
Problem-solving-based evaluate has been famous as a cornerstone of stronger academic results for all childrens, but before no unmarried source has thinking about the total variety of problem-solving-based techniques. This e-book fills an important want by way of bringing jointly leaders within the box to study the kingdom of the technology and supply a convenient primer on perform. awarded are a conceptual framework and up to date instruments for picking out and remediating the various environmental elements that can give a contribution to educational, emotional, or behavioral problems. assurance contains problem-solving-based functions of such tools as interviews, observations, score scales, curriculum-based dimension, useful behavioral evaluation, and released assessments.
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Extra info for Assessment for Intervention: A Problem-Solving Approach (The Guilford School Practitioner Series)
Successful implementation of progress monitoring can create more and clearer occasions for educational professionals to engage in problem solving. The early identification of discrepancies between desired and projected levels of accomplishment indicate that risk exists and a need exists to intensify problem-solving efforts. To accomplish this, however, requires the availability of progress-monitoring procedures that provide data of sufficient reliability and validity that problem solvers can effectively use those data to formatively evaluate programs.
In this view, establishing important differences requires development of empirical norms that largely, but not exclusively, determine the performance standards imposed by the culture. For example, commercially developed achievement tests are based on the use of norms that provide a framework for judging performance in reading, written expression, and arithmetic. The standards are established by measuring student performance at different points throughout the school year to determine the distributions of performance for same-age cohorts.
In that document, and in many state initiatives since that time, the challenge presented to American educators was to create schools in which “all children” would learn. The assumption was that schools should be a place where “equity and excellence” could be expected for all students. This idea that “all” students could achieve at a high level if the schools would function properly led to “standards-based” reform efforts in virtually all states. Standards-based reform begins with the setting of criterion-referenced outcomes by political entities—typically state legislatures.
Assessment for Intervention: A Problem-Solving Approach (The Guilford School Practitioner Series) by Rachel Brown-Chidsey PhD