Judgement-based performance measures of literacy for students with additional needs: seeing students through the eyes of experienced special education teachers

References

• Adams, R., & Khoo, S. T. 1996. Quest. Melbourne: Australian Council for Educational Research.
   Google Scholar
• Anderson, L.W., and Krathwohl, D.R. eds. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
   Google Scholar
• Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. 2003. First steps second edition: Linking assessment, teaching and learning. Port Melbourne, VIC: Rigby Heinemann.
   Google Scholar
• Australian Attorney General’s Department 2005. http://www.ag.gov.au/www/agd/agd.nsf/page/humanrightsandanti-discrimination_disabilitystandardsforeducation (accessed March 3, 2011).
   Google Scholar
• Bagnato, S., Smith-Jones, J., Matesa, M., & McKeting-Esterle, E. 2006. Research foundations for using clinical judgement (informed opinion) for early intervention eligibility determination. Cornerstones, 2, no. 3, 1–4.
   Google Scholar
• Bailey, M. 1993. Judgement, evidence and the assessment of competency. Paper presented at Testing times: A national conference on assessment for competency-based training, in Adelaide.
   Google Scholar
• Berk, R. A. 1996. Standard setting: The next generation (where few psychometricians have gone before!). Applied Measurement in Education 9, no. 3: 217–235.
   Web of Science ®Google Scholar
• Bondy, K. N. 1983. Criterion-referenced definitions for rating scales in clinical evaluation. Journal of Nursing Education, 22, no. 9: 376–382.
   PubMed Web of Science ®Google Scholar
• Bruner, J. 1983. Child’s talk: Learning to use language. New York, NY: W.W. Norton and Company.
   Google Scholar
• Chall, J. 1967. Learning to read: The great debate. New York, NY: McGraw-Hill.
   Google Scholar
• Chall, J. 1983. Stages of reading development. New York, NY: McGraw-Hill.
   Google Scholar
• Cizek, G. J. 2006. Standard setting. In Handbook of test development, ed. S. M. Downing & T. M. Haladyna, 225–258. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Clay, M. 1967. The reading behaviour of five year old children: A research report. New Zealand Journal of Educational Studies, 2, no. 1: 11–31.
   Google Scholar
• Clay, M. 1991. Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
   Google Scholar
• Coles-Janess, B., & Griffin, P. 2009. Mapping transitions in interpersonal learning for students with additional needs. Australasian Journal of Special Education, 33, no. 2: 141–150.
   Google Scholar
• Commonwealth of Australia. . 2002. Education of students with disabilities, being a report of the Senate Education, Employment and Workplace Relations Committee. Canberra: Australian Government Publishing Service http://www.aph.gov.au/senate/committee/eet_ctte/completed_inquiries/2002–04/ed_students_withdisabilities/report/index.htm(accessed March 3, 2011).
   Google Scholar
• Connally, J. 2002. Inter-rater agreement, rater leniency, and factors influencing judgements of higher order competencies with a multi-rater competency based assessment framework. Paper presented at the annual conference of the Australian Association for Research in Education, December, 1–5 in Brisbane.
   Google Scholar
• Dewsbury, A. ed. 1994. First steps: Reading developmental continuum. Education Department of Western Australia. Portsmouth, NH : Heinemann
   Google Scholar
• Dacey, C. M., Nelson, W. M., & Stoeckel, J. 1999. Reliability, criterion-related validity and qualitative comments on the fourth edition of the Stanford-Binet intelligence scale with a young adult population with intellectual disability. Journal of Intellectual Disability Research, 43(3), 179–184.
   PubMed Web of Science ®Google Scholar
• Ehri, L. C. 1992. Review and commentary: Stages of spelling development. In: S. Templeton & D. R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 307–332). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Frith, U. 1985. Beneath the surface of developmental dyslexia. In: K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.), Surface dyslexia (pp. 301–330). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Gagne, R. 1985. The conditions of learning. (4th ed.). New York, NY: Holt, Rinehart & Winston.
   Google Scholar
• Gentile, C. 1992. Exploring new methods for collecting students’ school-based writing: NAEP’s 1990 portfolio study. Washington, DC: National Centre for Education Statistics.
   Google Scholar
• Glaser, R. 1981. The future of testing: A research agenda for cognitive psychology and psychometrics. American Psychologist, 36(9), 923–936.
   Web of Science ®Google Scholar
• Gresham, F. M., Reschly, D. J., & Carey, M. P. 1987. Teachers as ‘tests’: Classification accuracy and concurrent validation in the identification of learning disabled children. School Psychology Review, 16(4), 543–553.
   Web of Science ®Google Scholar
• Griffin, P. 1993. Profiles: Assumptions and procedures in their development. Melbourne: Assessment Research Centre, RMIT.
   Google Scholar
• Griffin, P. 2000. Competency based assessment of higher order competencies. Paper presented at the NSW ACEA state conference, April, in Mudgee, Australia.
   Google Scholar
• Griffin, P. 2001. The profiles in practice: School reporting software. Portsmouth, NH: Heinemann.
   Google Scholar
• Griffin, P. 2007. The comfort of competence and the uncertainty of assessment. Studies in Educational Evaluation, 33(1), 87–99.
   Google Scholar
• Griffin, P. and Burrill, L. 1995. Teachers’ judgement as a major technique in literacy performance assessment: An international study. Paper presented at the annual meeting of the American Educational Research Association, April, in San Francisco.
   Google Scholar
• Griffin, P., Murray, L., Care, E., Thomas, A., & Perri, P. 2010. Developmental assessment: Lifting literacy through professional learning teams. Assessment in Education: Principles, Policy & Practice, 17(4), 383–397.
   Google Scholar
• Griffin, P., Smith, P. G., & Ridge, N. 2001. The literacy profiles in practice: Toward authentic assessment. Portsmouth, NH: Heinemann.
   Google Scholar
• Gronlund, N. E. 1998. Assessment of student achievement. (6th ed.). Boston, MA: Allyn & Bacon.
   Google Scholar
• Holdaway, D. 1979. The foundations of literacy. Sydney: Ashton Scholastic.
   Google Scholar
• Inhelder, B. and Piaget, J. 1958. The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures. Trans. A. Parsons and S. Milgram. New YorkNY: Basic Books.
   Google Scholar
• Jaeger, R. M. 1995. Setting performance standards through two-stage judgemental policy capturing. Applied Measurement in Education, 8(1), 15–40.
   Web of Science ®Google Scholar
• Jenkinson, J. C. 1996. Identifying intellectual disability: Some problems in the measurement of intelligence and adaptive behaviour. Australian Psychologist, 31(2), 97–102.
   Web of Science ®Google Scholar
• Leinhardt, G. 1983. Novice and expert knowledge of individual student’s achievement. Educational Psychologist, 18(3), 165–179.
   Google Scholar
• Masters, G. 1982. A Rasch model for partial credit scoring. Psychometrikca, 47(2), 149–174.
   Web of Science ®Google Scholar
• McCloskey, G. 1990. Selecting and using the early childhood rating scales. Topics in Early Childhood Special Education, 10(3), 39–64.
   Web of Science ®Google Scholar
• McCutchen, D., & Berninger, V. W. 1999. Those who know, teach well: Helping teachers master literacy-related subject-matter knowledge. Learning Disabilities Research & Practice, 14(4), 215–226.
   Google Scholar
• McDaniel, E. 1994. Understanding educational measurement. Madison, WI: WCB Brown and Benchmark.
   Google Scholar
• McDonald, R. P. 1999. Test theory: A unified treatment. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Messick, S. 1995. Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749.
   Web of Science ®Google Scholar
• Neisworth, J., & Bagnato, S. 1988. Assessment in early childhood special education: A typology of dependent measures. In: S. Odom & M. Karnes (Eds.), Early intervention for infants and children with handicaps (pp. 23–49). York, PA: Paul H. Brookes.
   Google Scholar
• Piaget, J. 1947/2001. The psychology of intelligence. London: Routledge Classics.
   Google Scholar
• Rasch, G. 1960/1980. Probabilistic models for some intelligence and attainment tests. Copenhagen: Danmarks Paedagogiske Institut.
   Google Scholar
• Roberts, E., & Griffin, P. 2009. Profiling transitions in emotional development for students with additional learning needs. Australasian Journal of Special Education, 33(2), 151–160.
   Google Scholar
• Silverstein, A. B., Brownlee, L., Legutki, G., & MacMillan, D. L. 1983. Convergent and discriminant validation of two methods of assessing three academic traits. Journal of Special Education, 17(1), 63–68.
   Web of Science ®Google Scholar
• Spear-Swerling, L., & Sternberg, R. J. 1996. Off track: When poor readers become learning disabled. Boulder, CO: Westview Press.
   Google Scholar
• Victorian Auditor-General. 2007. Program for students with disabilities: Program accountability. PP No. 37, Session 2007–2008. Melbourne: Victorian Government Printer..
   Google Scholar
• Victorian Curriculum and Assessment Authority (VCAA). 2006. Victorian Essential Learning Standards.. http://vels.vcaa.vic.edu.au/ (accessed March 2, 2008).
   Google Scholar
• Victorian Department of Education and Early Childhood Development (DEECD). 2009. Towards level one of the Victorian Essential Learning Standards: Curriculum advice. http://www.education.vic.gov.au/studentlearning/teachingresources/velslvl1.htm (accessed July 8, 2010).
   Google Scholar
• Victorian Department of Education and Early Childhood Development (DEECD). 2011. Abilities Based Learning and Education Support. http://www.education.vic.gov.au/healthwellbeing/wellbeing/ables.htm (accessed November 10, 2011).
   Google Scholar
• Vygotsky, L.. 1929/1993. The collected works of L.S. Vygotsky. Vol. 2: The fundamentals of defectology (abnormal psychology and learning disabilities). Trans. R.W. Rieber and A.S. Carton. New York, NY: Plenum Press.
   Google Scholar
• Wilson, M. 2005. Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Wolfe, E. W., & Smith, E. V., Jr 2007. Instrument development tools and activities for measure validation using Rasch models: Part II – Validation activities. In: E. V. Smith Jr & R. M. Smith (Eds.), Rasch measurement: Advanced and specialized applications (pp. 243–290). Maple Grove, MN: JAM Press.
   Google Scholar
• Woods K.. 2010. The design and validation of measures of communication and literacy to support the instruction of students with learning disabilities. Unpublished doctoral thesis, The University of Melbourne, Australia.
   Google Scholar
• Woods, K., and P., Griffin 2010. Teachers’ use of developmental assessment to support communication proficiency for students with additional needs. Paper presented at the AARE International Research in Education Conference in November 28–December 2, MelbourneAustralia:
   Google Scholar
• Wright B.D., J.M. Linacre, J.-E. Gustafson, and P. Martin-Lof and 1994. Reasonable mean-square fit values. Rasch Measurement Transactions. 8, no. 3: 370. http://www.rasch.org/rmt/rmt83b.htm (accessed September 21, 2009).
   Google Scholar
• Wright, B. D., & Stone, M. H. 1999. Measurement essentials. (2nd ed.). Wilmington, DE: Wide Range.
   Google Scholar
• Wu, M., R. Adams, & S. Haldane 2008. ConQuest. Melbourne: Australian Council for Educational Research.
   Google Scholar