SE-5001 v1

Dykes, F., Rueter, J., & Zolkoski, S. (2024). Everyday assessment for special education and inclusive classroom teachers: A case study approach. Routledge.

• For Module 3 you will read Chapters 4 and 5. These chapters provide an overview of norm-referenced, formative, and summative assessments. This information is important to understand as it is commonly used in the field and understanding the difference and being able to utilize them appropriately is essential.

Ashman, K. J., & Kitterlin, N. D. (2020). Going in Blind: Reducing the potential for teacher bias in special education assessments. Principal, 99 (4), 48–49.

• This article is pivotal for understanding the federal requirements for IEPs, including how they outline a student's current performance, set goals, define services, and establish evaluation procedures—key elements that drive the special education process.