Complete Work- Teacher Training in Measurement and Assessment Skills

Complete Work Digital Edition Copyright © 2012 Buros Center for Testing This book may be downloaded, saved, and printed by an individual for their own use. No part of this book may be re-published, re-posted, or redistributed without written permission of the holder of copyright. Copyright © 1993 by Buros Institute of Mental Measurements All rights reserved . No part of this book may be reproduced in any fo rm, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher. The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1984. Buras-Nebraska Symposium on Measurement and Testing, 1989 Are Our School Teachers Adequately Trained in Measurement and Assessment Skills? ISBN 0-910674-36-1 Printed in the United States of Americ

Preface

This volume in the Buros-Nebraska Series on Testing and Measurement provides state-of-the-art contributions concerning the interface between computer technology and traditional psychometrics. The volume title, Computers and the Decision-Making Process, describes both reality and potential in a field that provides a dizzying array of promises and problems to be pursued and be solved. This volume like the previous ones in our series reflects papers given at the annual Buros-Nebraska Symposium on Testing and Measurement and those especially commissioned for the book. Each of the contributors has a special expertise to examine the complex issues raised by the addition of the computer to the field of measurement. The reader will notice the book has chapters concerning guidelines for computer testing, validity issues, personality testing and behavioral assessment, intelligent systems, applications in industrial/organizational psychology, and legal issues. The volume editors have endeavored successfully to provide a review of the many content areas affected by computer technology, new applications of the computer to solve old measurement problems, and new problems created by the use of the computer. The major sections of the book are as follows: an introduction and overview of the promise of psychodiagnostic systems by Drs. Jackson, Watkins, and McDermott; analysis of validity concerns both in general about computer-based test interpretation and more specifically about programs related to the MMPI by Drs. Moreland, Eyde, Kowal, and Fishburne; applications of computer technology in behavioral assessment and industrial/organizational psychology by Drs. Kratochwill, Doll, Dickson, and Shoenfeldt; an indepth review of expert systems of computer assisted instruction by Drs. Noonan, Sarvela, O\u27Neil, and Baker; and finally, legal cautions and standard setting by Drs. Bersoff, Hofer, and Green. An analysis of our list of contributors will indicate the editors have gathered together an impressive group of scholars to create this volume. They represent measurement experts from across the country who have particular strengths in their chosen areas. The Buros Institute of Mental Measurements is very grateful to each of these professionals for contributing their special wisdom in the creation of this book

Preface- Family Assessment

Assessing families suggests both interesting measurement issues and significant clinical applications. This volume is a collection of important papers to explore the topic in some depth. Some of these papers were first given at the Buros-Nebraska Symposium on Testing and Measurement. Others have been written especially for this volume. All are outstanding examples of scholarship in this very thorny area of psychological measurement beyond the individual. We commissioned papers that examined the history of measurement with families and to cover family issues that are of particular interest to both clinicians and researchers. The book is divided in three sections. Drs. Halverson and Carlson introduce our topics in two important chapters. Halverson provides readers with a discussion of quantitative measurement of the family from multiple perspectives. He provides a brief, but comprehensive, overview of the history of family assessment by exploring the development of techniques and instruments used for measuring various aspects of the family and interactions within the family system. Dr. Halverson identifies the major shortcoming of the evolution of family assessment as being the development of too many measures measuring too many constructs. Dr. Carlson explores the theoretical and practical issues in family assessment. Using family systems theory, Carlson explores the assessment process highlighting the different purposes served by clinical and research assessment procedures. Whereas structural adequacy in measurement is essential to the goal of research in verifying theory, clinicians\u27 use of assessment to guide treatment calls for the functional or treatment utility of measures through the multifunction, sequential family assessment process that leads to decision making and evaluation. A multisystem-multimethod approach to family assessment is recommended by Dr. Carlson to guide family assessment. The second section of the volume explores the assessment of particular family dynamics. These include aspects of marital quality, assessment of sibling relationships within families, constructs and measurement techniques associated with family health, and special challenges associated with assessing families from diverse ethnic and cultural backgrounds. Dr. James Bray\u27s chapter is an in-depth look at the theory and measurement of family health. He views the health of the individual from the ecological perspective of the family, both in terms of the development of individual health/ adjustment and maintenance and resolution of problems. Bray acquaints the reader with the basic assumptions of systems approaches to families and to family health. He reviews research and theory regarding healthy family functioning and issues to be addressed when studying families. Bray provides an organizational framework for studying the family that includes: status, process, affect, and organization. Although previous chapters illustrate the challenges inherent in family assessment, Dr. Jane Close Conoley and Lorrie E. Bryant\u27s chapter suggests that assessing ethnically diverse families further complicates the measurement process. Cultural sensitivity, the array of constructs examined in multicultural family assessment with a variety of populations, and adequacy of measurement techniques are analyzed and suggestions are offered to clinicians for the utilization of valid assessment procedures. Conoley and Bryant argue against the use of ethnic glosses and suggest that clinicians view families in the context of their specific family systems as well as from the perspective of their cultural norms. Identification of family membership and roles of family members are discussed within the context of various cultures. Michelle Schicke\u27s chapter is an exposition of sibling relationships as they relate to psychosocial development and family structure. The research literature on the characteristics and the quality of sibling relationships is reviewed and issues involved in the assessment of these relationships are discussed. Schicke\u27s investigation illustrates the multiplicity of influences on anyone individual in the family system in his or her relationship with other family members. The birth of a sibling, birth order, quality of interactions among siblings, combined with other relationship variables and individual characteristics such as gender and temperament, influence and are influenced by parental involvement and response

Understanding and Implementing School-Family Interventions after Neuropsychological Impairment

Children who have suffered traumatic brain injury (TBI) or have neurological impairments due to disease, toxins, or genetic makeup present challenges that are best addressed by coordinated treatment and support activities among all their caregivers. Such systematic approaches to treatment, rehabilitation, teaching, and parenting are both complex to describe and difficult to create and maintain. The goal of this chapter is to focus on one of the key systems that affects children’s learning and behavioral adjustments: the interface between schools and families. Other Handbook authors have described specialized consultation to teachers needed to support their efficacy with children. This chapter offers information that psychologists can share with educators to inoculate educators to the unique stresses that families endure. Further, a particular approach to shared needs identification, goal setting, and problem solving is described so that educators and families can form a supportive team that enhances students’ success. Finally, some of the other activities that school and families can share, such as advocacy and family education and counseling, are explored. The etiology of a learner’s neurological challenge is sometimes relevant to highlight given the different influences on recovery and on family functioning. Often, however, the educator is dealing with a child and family in need of help and support, wherein the etiology of the difficulty is unimportant. For this reason, we use the term “affected child” to refer to a child with neurological difficulties from any cause. If etiology does moderate intervention or outcomes, it is described specifically

4. Multicultural Family Assessment

Assessing individuals who are members of minority or recent immigrant groups creates special and critical challenges for psychologists committed to equitable practices (Dana, 1993). As previous chapters in this volume have shown, the goal of accomplishing valid family assessments is daunting in its own right. Culturally sensitive procedures of family evaluation are, perhaps, even more difficult to conceptualize and administer. This chapter will examine several issues relevant to expertise in assessing families whose cultural framework differs from the majority of the u.s. population. The topics to be covered include: 1. What is cultural sensitivity? 2. What are the important constructs to assess in families and how might these constructs vary across U.S. minority and recent immigrant groups? 3. How do the most \u27 frequently used paper-and-pencil assessment devices appear relative to ethnic diversity concerns? 4. What are some suggestions to promote valid assessment procedures? Family practitioners rely on valid measurement and interpretations to plan for effective treatments. Families are not diagnosed in the ways in which individuals are (e.g., personality traits or intelligence), but they are frequent consumers of mental health services. Clients from ethnic minority families present interesting assessment concerns for the practitioner. CULTURAL SENSITIVITY Culture is an intricate web of meanings through which people, individually and as a group, shape their lives. Culture, however, does not have absolute predictive power concerning the behavior of members of a group. Further, every culture continues to evolve. It is a set of tendencies or possibilities from which to choose. Cultural paradigms must be recognized and understood. At the same time, these paradigms must be viewed as broadly comprising cultural tendencies that individual families may accept, deny, modify, or exhibit situationally. Forcing a family or an individual to fit within any preconceived cultural model is not cultural sensitivity-it is stereotyping (Anderson & Fenichel, 1989; Steele, 1990). An acceptance that certain differences and similarities exist in families across cultural groups characterizes culturally sensitive assessments. These differences are neither good nor bad; better or worse; less or more intelligent. The awareness of this possibility and a flexible repertoire of responses are the important components of multicultural assessments of families. WHAT IS KNOWN ABOUT HEALTHY FAMILIES? A growing list of competencies or attributes of families that predict or correlate with positive adjustment for the family has appeared. Some of the important constructs include: good communication skills, excellent problem solving, provision of emotional support, authoritative socialization strategies, provision of child supervision, satisfaction with work, positive orientation toward education, good mental health (or at least the absence of serious psychopathology), no substance abuse, physical affection toward children; successful infant attachment, and good marital or relationship quality. Successful families are good at managing the stresses within their nuclear or extended group and dealing with the press of other environmental demands. Poverty, unemployment, residence in violent neighborhoods, a history of antisocial behavior in the family, and parental failures in school are all risk factors for family and child adjustment. Some of the family dynamics just mentioned may present fairly straightforward assessment targets (e.g., where do people live; are there two responsible adults or an adaptive network of adults to care for children; are the adults employed). Others, however, may be difficult to measure in any family and hard to interpret across cultural groups (e.g., marital quality, socialization strategies, problem solving) (Beavers & Hampson, 1990; Oster & Caro, 1990). Other chapters in this volume detail assessment issues with majority culture families. The constructs and methods mentioned in those chapters may also be useful with families from many cultures. The application of identical procedures and interpretative norms may, however, result in unreliable and invalid measurement. Results of analyses of minority members\u27 scores on individual personality measures (e.g., Campos, 1989; Dahlstrom, 1986; Greene, 1987; Padilla & Ruiz, 1975; Velasquez, 1992) point out the dangers of using majority culture expectations to interpret minority performance on tests. Such threats to validity are likely to exist at the family level of assessment as well due to differences among family cultural patterns

Title and Contents

Curriculum-Based Measurement Contents Preface vii 1. Curriculum-Based Measurement 1 Stanley L.Deno 2. A Review of Curriculum-Based Procedures on Nine Assessment Components 25 Gerald Tindal 3. Enhancing Instructional Programming and Student Achievement with Curriculum- Based Measurement 65 Lynn S. Fuchs 4. Academic Skill Assessment: An Evaluation of the Role and Function of Curriculum-Based Measurements 105 Francis E. Lentz and Jack J. Kramer 5. Curriculum-Based Assessment: Implications for Psychoeducational Practice 123Edward S. Shapiro 6. CBA: An Assessment of Its Current Status and Prognosis for Its Future 139 Mark R. Shinn and Roland H. Good, III Author Index 179 Subject Index 18

Title Pages & Contents- Teacher Training in Measurement and Assessment Skills

Contents Preface 1. Matching Measurement Instruction to Classroom-Based Evaluation: Perceived Discrepancies, Needs, and Challenges Arlen R. Gullickson 2. Teacher Training in Assessment: Overcoming the Neglect Richard J. Stiggins 3. The Development of Standards for Teacher Competence in Educational Assessment of Students James R. Sanders and Suzanne R. Vogel 4. Some Thoughts on Grading Systems and Practices James S. Terwilliger 5. Teachers\u27 Assessment of Students: Roles, Responsibilities, and Purpose Donna Campbell 6. Teachers\u27 Testing Knowledge, Skills, and Practices Ronald N. Marso and Fred L. Figge 7. Measurement Training in Nebraska Teacher Education Programs Steven L. Wise and Leslie E. Lukin 8. Thoughts on the Relationship Between Measurement Knowledge and Teacher Effectiveness Jack J. Kramer Author Index Subject Inde

School consultation : practice and training, 2nd ed./ Conoley

xi, 188 hal.; 23 cm

Curriculum-Based Measurement- Complete Work

This volume in the Buros-Nebraska Series on Measurement and Testing provides current information on the development and implementation of curriculum-based measurement. As the title of the volume suggests, effective measurement of children\u27s classroom achievement is not a new problem. Curriculum-based measurement provides an interesting and useful alternative to traditional strategies for assessing academic performance. This volume continues the tradition of including papers given at the annual Buros-Nebraska Symposium on Testing and Measurement as well as additional contributions selected especially for this book. Each of our authors has made significant contributions to the research that has been produced in the area of curriculum-based measurements. Taken collectively, the contributors represent an impressive group of scholars. Their efforts have defined in large part, the curriculum-based measurement approach. The Buros Institute of Mental Measurements is grateful for their time, efforts, and perseverance in completion of this book

Positive psychology and family therapy/ Conoley

x, 175 hal.; 23 cm