Technology-Based Classroom Assessments

Andrade H. (2008). Self-assessments through rubrics. Educational Leadership, 65 (4), 60–63.

Ayres K. M. Langone J. (2005). Evaluation of software for functional skills instruction: Blending best practice with technology. Technology in Action, 1 (5), 1–8.

Barber M. Njus D. (2007). Clicker evolution: Seeking intelligent design. CBE-Life Sciences Education, 6 (1), 1–8.

Bauer A. M. Ulrich M. E. (2002). “I've got a palm in my pocket”: Using handheld computers in an inclusive classroom. TEACHING Exceptional Children, 35 (2), 18–22.

Beatty I. Gerace W. Leonard W. Dufresne R. (2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74, 31–39.

Bouck E. C. (2006). Online assessments in the content areas: What are they good for?. Journal of Special Education Technology, 21 (2), 67–73.

Braddock D. Rizzolo M. C. Thompson M. Bell R. (2004). Emerging technologies and cognitive disability. Journal of Special Education Technology, 19 (4), 49–56.

Bruff D. (2007). Clickers: A classroom innovation. NEA Higher Education Advocate, 25 (1), 5–8.

Capizzi A. M. Fuchs L. S. (2005). Effects of curriculum-based measurement with and without diagnostic feedback on teacher planning. Remedial and Special Education, 26, 159–174.

Chappuis S. Chappuis J. (2008). The best value in formative assessment. Educational Leadership, 65 (4), 14–18.

Cobigo V. Morin D. Lachapelle Y. (2007). Assessing work task preferences among persons with intellectual disabilities: An integrative review of literature. Education and Training in Developmental Disabilities, 42, 286–300.

Cote D. (2007). Problem-based learning software for students with disabilities. Intervention in School and Clinic, 43 (1), 29–37.

Cummings T. M. (2007). Virtual reality as assistive technology. Journal of Special Education Technology, 22 (2), 55–58.

Dell A. G. Newton D. A. Petroff J. G. (2008). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Columbus, OH: Merrill/Prentice Hall.

Deno S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184–192.

Edyburn D. Basham J. (2008). Collecting and coding observational data. Journal of Special Education Technology, 23 (2), 56–60.

Glor-Sheib S. Telthorster H. (2006). Activate your student IEP team member using technology: How electronic portfolios can bring the student voice to life!. TEACHING Exceptional Children Plus, 2 (3) Article 1. Retrieved December 10, 2007, from http://escholarship.bc.edu/education/tecplus/vol2/iss3/art1.

Graves T. B. Collins B. C. Schuster J. W. Kleinert H. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34–46.

Gunter P. L. Miller K. A. Venn M. L. Thomas K. House S. (2002). Self-graphing to success: Computerized data management. TEACHING Exceptional Children, 35 (2), 30–35.

Jerome A. Barbetta P. M. (2005). The effect of active student responding during computer-assisted instruction on social studies learning by students with learning disabilities. Journal of Special Education Technology, 20 (3), 13–23.

Kalyanpur M. Kirmani M. H. (2005). Diversity and technology: Classroom implications for the digital divide. Journal of Special Education Technology, 20 (4), 9–18.

King-Sears K. E. Evmenova A. S. (2007). Premises, principles, and processes for Integrating TECHnology Into Instruction. TEACHING Exceptional Children, 40 (1), 6–14.

Lacava P. G. Golan O. Baron-Cohen S. Myles B. Smith (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28, 174–181.

March T. (2006). The new WWW: Whatever, whenever, wherever. Educational Leadership, 63 (4), 14–19.

Mechling L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269.

Mechling L. C. Pridgen L. S. Cronin B. A. (2005). Computer-based video instruction to teach students with intellectual disabilities to verbally respond to questions and make purchases in fast food restaurants. Education and Training in Developmental Disabilities, 40, 47–59.

Mitchem K. Kight J. Fitgerald G. Koury K. Boonseng T. (2007). Electronic performance support systems: An assistive technology tool for secondary students with mild disabilities. Journal of Special Education Technology, 22 (2), 1–14.

Moore D. Cheng Y. McGrath P. Powell N. J. (2005). Collaborative virtual environment technology for people with autism. Focus on Autism and Other Developmental Disabilities, 20, 231–243.

Morgan R. L. Morgan R. B. Despain D. Vasquez E. (2006). I can search for jobs on the internet!: A Web site that helps youth in transition identify preferred employment. TEACHING Exceptional Children, 38 (6), 6–11.

Mounce A. B. (2008). Teaching content with interactive whiteboards. Journal of Special Education Technology, 23 (1), 54–58.

November A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

Okolo C. (2005). Interactive technologies and social studies instruction for students with mild disabilities. In Edyburn D. Higgins K. Boone R. (Eds.), Handbook of special education technology research and practice (pp. 623–641). Whitefish Bay, WI: Knowledge by Design.

Okolo C. M. Englert C Bouck E. C. S. Heutsche A. M. (2007). Web-based history learning environments: Helping all students learn and like history. Intervention in School and Clinic, 43 (1), 1–11.

Orech J. (2007). Tips for digital story telling. TechLearning. Retrieved December 11, 2007, from http://www.techlearning.com/showArticlephp?articleID=196604788.

Parette H. P. Peterson-Karlan G. R. (2007). Facilitating student achievement with assistance technology. Education and Training in Developmental Disabilities, 42, 387–397.

Parette H. P. Peterson-Karlan G. R. Wojcik B.W. Bardi N. (2007). Monitor that progress! Data trends for assistive technology decision making. TEACHING Exceptional Children, 40 (1), 22–29.

Parette H. P. Wojcik B. W. Peterson-Karlan G. R. Hourcade J. J. (2005). Assistive technology for students with mild disabilities: What's cool and what's not. Education and Training in Developmental Disabilities, 40, 320–331.

Perner D. E. (2007). No child left behind: Issues of assessing students with the most significant cognitive disabilities. Education and Training in Developmental Disabilities, 42, 243–251.

Salend S. J. (2008). Creating inclusive classrooms: Effective and reflective practices (6th ed.). Columbus, OH: Merrill/Prentice Hall.

Salend S. J. (2009). Classroom testing and assessment for ALL students: Beyond standardization. Thousand Oaks, CA: Corwin Press.

Schaff J. Jerome M. Behrmann M. Sprague D. (2005). Science in special education: Emerging technologies. In Edyburn D. Higgins K. Boone R. (Eds.). Handbook of special education technology research and practice (pp. 643–661). Whitefish Bay, WI: Knowledge by Design.

Schleibaum K. M. (2007). Using community-based social stories to enhance instruction for high school students with moderate disabilities. Journal of Special Education Technology, 22 (2), 59–64.

Shaffer D. W. (2007). Epistemic games as career preparatory experiences for students with disabilities. Journal of Special Education Technology, 22 (3), 57–68.

Shaftel J. Pass L. Schnabel S. (2005). Math games for adolescents. TEACHING Exceptional Children, 37 (3), 25–31.

Skylar A. A. Higgins K. Boone R. (2007). Strategies for adapting webquests for students with learning disabilities. Intervention in School and Clinic, 43 (1), 20–28.

Skouge J. R. Kelly M. Roberts K. D. Leake D. W. Stodden R. A. (2007). Technologies for self-determination for youth with developmental disabilities. Education and Training in Developmental Disabilities, 42, 475–482.

Smedley T. M. Higgins K. (2005). Virtual technology: Bringing the world into the special education classroom. Intervention in School and Clinic, 41, 114–119.

Standen P. Brown D. (2006). Virtual reality and its role in removing barriers that turn cognitive impairments into intellectual disability. Journal of Virtual Reality, 10, 241–252.

Stock S. E. Davies D. K. Secor R. R. Wehmeyer M. L. (2003). Self-directed career preferences selection for individuals with intellectual disabilities: Using computer technology to enhance self-determination. Journal of Vocational Rehabilitation, 19, 95–103.

Thompson J. R. Meadan H. Fansler K. W. Alber S. B. Balogh P. A. (2007). Family assessment portfolios: A new way to jumpstart family/school collaboration. TEACHING Exceptional Children, 39 (6), 19–25.

Thompson S. J. Quenemoen R. F. Thurlow M. L. , (2006). Factors to consider in the design of inclusive online assessments. In Hricko M. Howell S. L. (Eds.), Online assessment and measurement: Foundations and challenges (pp. 102–117). Hershey, PA: Information Sciences.

Tomlinson C. A. (2008). Learning to love assessment. Educational Leadership, 65 (4), 8–13.

Wallace T. Anderson A. R. Bartholomay T. Hupp S. (2002). An ecobehavioral examination of high school classrooms that include students with disabilities. Exceptional Children, 68, 345–359.

Williams B. (2007). Educator's podcast guide. Washington, DC: International Society for Technology in Education.

Yell M. L. Katsiyannas A. Shiner J. G. (2006). The No Child Left Behind Act, adequately yearly progress, and students with disabilities. TEACHING Exceptional Children, 38 (4), 32–39.