EDUC 622 Approved Assessment Instruments List Test Abbreviation Title Selections for Evaluation #1 * Selections for Evaluation #2 (Indicate if behavioral, remediation or intervention) * ABAS Adaptive Behavior Assessment System ADDES Attention-Deficit Disorders Evaluation Scale ADI-R Autism Diagnostic Interview-Revised BAI Beck Anxiety Inventory BASC Behavior Assessment System for Children BDI-II Beck Depression Inventory-II BDIS Behavior Disorders Identification Scale CARS2 Childhood Autism Rating Scales 2 Conners Conners Rating Scale CMAT Comprehensive Mathematical Abilities Test CMI Classroom Mathematics Inventory DAR Diagnostic Assessments of Reading EVT Expressive Vocabulary Test GORT-5 Gray Oral Reading Test IRI Informational Reading Inventory KeyMath KeyMath Diagnostic Assessment LDES Learning Disabilities Evaluation Scale OWLS-II Oral and Written Language Scales PALS: PreK-3 Phonological Awareness Literacy Screening Piers-Harris Piers-HarrisSelf-Concept Scale PPVT Peabody Picture Vocabulary Test QRI Qualitative Reading Inventory SSIS Social Skills Rating System TELD Test of Early Language Development TERA Test of Early Reading Ability TEWL Test of Early Written Language TOAL Test of Adolescent and Adult Language TOLD Test of Language Development TOMA Test of Mathematical Abilities TOWL Test of Written Language TPI Transition Planning Inventory Vineland Vineland Adaptive Behavior Scales WIAT Wechsler Individual Achievement Test WJ-III-Ach Woodcock Diagnostic Reading Battery WJ-III-Cog Woodcock-JohnsonTests of Cognitive Ability *Math Specialist Candidates MUST evaluate math specific instruments. EDUC 622 Approved Assessment Instruments List Test Abbreviation Title Selections for Evaluation #1 * Selections for Evaluation #2 (Indicate if behavioral, remediation or intervention) * ABAS Adaptive Behavior Assessment System ADDES Attention-Deficit Disorders Evaluation Scale ADI-R Autism Diagnostic Interview-Revised BAI Beck Anxiety Inventory BASC Behavior Assessment System for Children BDI-II Beck Depression Inventory-II BDIS Behavior Disorders Identification Scale CARS2 Childhood Autism Rating Scales 2 Conners Conners Rating Scale CMAT Comprehensive Mathematical Abilities Test CMI Classroom Mathematics Inventory DAR Diagnostic Assessments of Reading EVT Expressive Vocabulary Test GORT-5 Gray Oral Reading Test IRI Informational Reading Inventory KeyMath KeyMath Diagnostic Assessment LDES Learning Disabilities Evaluation Scale OWLS-II Oral and Written Language Scales PALS: PreK-3 Phonological Awareness Literacy Screening Piers-Harris Piers-HarrisSelf-Concept Scale PPVT Peabody Picture Vocabulary Test QRI Qualitative Reading Inventory SSIS Social Skills Rating System TELD Test of Early Language Development TERA Test of Early Reading Ability TEWL Test of Early Written Language TOAL Test of Adolescent and Adult Language TOL.

1. EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale

2. CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment

3. LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability

4. TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales
WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery

5. WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific
instruments.
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children

6. BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test

7. IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System

8. TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales

9. WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery
WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific
instruments.
EDUC 622
Assessment Evaluation Instructions
Overview: The purpose of this assignment is to research,
evaluate, and understand valid, reliable, fair, and appropriate
assessment tools used in schools to screen, diagnose, and
measure student academic achievement. There will be an
Assessment Evaluation assignments in the course, each with a
different focus.
1. LITERACY FOCUS, which all candidates complete
(Assessment Evaluation 1 – Reading)
Since education assessment instruments are costly and not listed
in the course materials, this assignment consists of researching
and evaluating assessment instruments. If your school has any
education kit(s) discussed in this assignment, you are permitted
to review the testing materials on your own, however, this is not
required. A citation would be included on the reference page.
Specific Guidelines for the Assessment Evaluations

10. Step 1 – Research
1. Select 4 instruments from the Approved Assessment
Instruments List. (See separate document.)
2. Using Buros Mental Measurements, examine 4 measurement
studies or measurement reviews about the existing measures
from the Approved Assessment Instruments List. There should
be 4 assessments reviewed for both Assessment Evaluation
assignments.
3. Critically analyze the measures, addressing strengths and
weaknesses. There is a data collection template provided to ease
the process of collecting information. Each critical analysis
should include the following:
· A Summary of the assessment instrument with clear, specific
information unique to the instrument, including the population
who could be tested with the instrument.
· An analysis of the strengths and weaknesses of the measure.
There must be a minimum of 2 reasons to support each one.
· Justification for why the measurement would be an appropriate
measure for different populations.
4. Repeat #3 for each of the 4 instruments.
5. Other resources for research are listed in the syllabus and
may be used in addition to Buros. If using the testing instrument
manual, list it in the references. Buros is directly accessible
through the JLF library database for your convenience.
Step 2 – Written Report
1. Organize and format each assessment instrument with the
headings and subheadings outlined below. Do not write the
questions or statements from the data collection template. Write
in well-formed paragraphs that flow logically from one topic to
the next.
2. Each instrument review should contain a minimum of 1 page
of content for each assessment instrument.
3. Format each written assessment evaluation with the title,
“Analysis of Assessment Name,” using the following headings.
· Summary of Assessment (description of age, subtest, purpose,

11. examiner qualification, instrument’s validity, norms, reliability,
scoring proceduring,and etc)
· Strengths and Weaknesses of the Assessment
· Justification and Use of the Assessment
· Below you will find how to reference the various assessments.
· Entire Test Description
· Brown Attention-Deficit Disorder Scales. (2001). In The
fourteenth
· mental measurements yearbook. Available
fromhttp://buros.unl.edu/buros/
· Individual Test Review
· Kaufman, N. L., & Kaufman, A. S. (2001). [Review of the test
Brown
· Attention-Deficit Disorder Scales]. In The fourteenth
mental
· measurements yearbook. Available
from http://www.unl.edu/buros/
Page 1 of 2
EDUC 622
Assessment Evaluation Instructions
Overview: The purpose of this assignment is to research,
evaluate, and understand valid, reliable, fair, and appropriate
assessment tools used in schools to screen, diagnose, and
measure student academic achievement. There will be an
Assessment Evaluation assignments in the course, each with a
different focus.
1. LITERACY FOCUS, which all candidates complete
(Assessment Evaluation 1 – Reading)
Since education assessment instruments are costly and not listed
in the course materials, this assignment consists of researching
and evaluating assessment instruments. If your school has any
education kit(s) discussed in this assignment, you are permitted

12. to review the testing materials on your own, however, this is not
required. A citation would be included on the reference page.
Specific Guidelines for the Assessment Evaluations
Step 1 – Research
1. Select 4 instruments from the Approved Assessment
Instruments List. (See separate document.)
2. Using Buros Mental Measurements, examine 4 measurement
studies or measurement reviews about the existing measures
from the Approved Assessment Instruments List. There should
be 4 assessments reviewed for both Assessment Evaluation
assignments.
3. Critically analyze the measures, addressing strengths and
weaknesses. There is a data collection template provided to ease
the process of collecting information. Each critical analysis
should include the following:
· A Summary of the assessment instrument with clear, specific
information unique to the instrument, including the population
who could be tested with the instrument.
· An analysis of the strengths and weaknesses of the measure.
There must be a minimum of 2 reasons to support each one.
· Justification for why the measurement would be an appropriate
measure for different populations.
4. Repeat #3 for each of the 4 instruments.
5. Other resources for research are listed in the syllabus and
may be used in addition to Buros. If using the testing instrument
manual, list it in the references. Buros is directly accessible
through the JLF library database for your convenience.
Step 2 – Written Report
1. Organize and format each assessment instrument with the
headings and subheadings outlined below. Do not write the
questions or statements from the data collection template. Write
in well-formed paragraphs that flow logically from one topic to
the next.

13. 2. Each instrument review should contain a minimum of 1 page
of content for each assessment instrument.
3. Format each written assessment evaluation with the title,
“Analysis of Assessment Name,” using the following headings.
· Summary of Assessment (description of age, subtest, purpose,
examiner qualification, instrument’s validity, norms, reliability,
scoring proceduring,and etc)
· Strengths and Weaknesses of the Assessment
· Justification and Use of the Assessment
· Below you will find how to reference the various assessments.
· Entire Test Description
· Brown Attention-Deficit Disorder Scales. (2001). In The
fourteenth
· mental measurements yearbook. Available
fromhttp://buros.unl.edu/buros/
· Individual Test Review
· Kaufman, N. L., & Kaufman, A. S. (2001). [Review of the test
Brown
· Attention-Deficit Disorder Scales]. In The fourteenth
mental
· measurements yearbook. Available
from http://www.unl.edu/buros/
Page 1 of 2