Techniques for evaluating and teaching the use of scissors in primary level children are described. (SBH)

The author reviews his criticisms of standardized tests and suggests an alternative five-point plan for assessment that includes frequent testing in the child's classroom by a familiar examiner. (CL)

Assessment of school violence should take into account the interaction of factors in three general categories: home and community, school, and personal factors. Assessment of classroom violence should yield data indicating who and what should be modified and in what manner the changes should take place. (CL)

In a humorous question-response fashion, the author discusses issues related to the assessment of learning disabled adolescents, including involving students in conferences, conducting language tests, solving testing problems in rural districts, and involving parents in the assessment process. (CL)

The rationale for assessment in special education is examined, and the importance of measuring student performance until mastery or proficiency of the skill/behavior has occurred is stressed. Guidelines are offered for determining proficiency. (CL)

Assessment instruments should be selected on the basis of test design variables (such as date of development and content sequence), test construction variables (including standardization results), examinee-related variables (such as prerequisite skills and vocabulary level), examiner-related variables (including preparation and skills), and…

The article describes the oral interview, a mathematics assessment technique in which the learning disabled adolescent's thinking stragegies are examined. Both efficient and inefficient thinking strategies related to multiplication are discussed, and implications for instruction considered. (Author/CL)

Three types of informal assessment procedures (interest analysis, interviewing, and observation) are described as approaches to identifying areas of need in individualized programing for the gifted. (CL)

The paper stresses the importance of informal assessment of spelling, describing both quantitative and qualitative implications. Stages of word knowledge are reviewed and examples of student errors are cited to illustrate needed instruction. (CL)

Stressing that reading assessment should occur while students read books and write stories, the author discusses informal assessment of readiness, fluency, phonics, and comprehension. Implications for instruction are noted. (CL)

Guidelines are offered for choosing assessment materials and testing Indochinese students in listening comprehension, reading, arithmetic, and educational experience. (CL)

Six steps in the ecological assessment model are described, from setting goals to developing a learning plan, and factors such as the physical milieu and classroom patterns are considered. Methods and sources of ecological assessment data are reviewed. (CL)

The article presents guidelines for transforming information from conventional testing into data useful in classroom instruction of exceptional students. Steps are described first for converting a norm referenced test to instructionally relevant information, and second, for applying, rescoring, and summarizing results of the criterion referenced…

Specific procedures for assessing a handicapped student's mastery level within a continuum of mathematics skills are described, and analysis of error patterns discussed. (CL)

Collaboration between special educators and vocational evaluators can begin with vocational assessment which consists of three major aspects: work sampling, psychometric testing, and critical observation of behaviors. Assessment results can result in improved academic programing, career exploration activities, or modified IEPs. (CL)