Revealing Minds Assessing to Understand and Support Struggling Learners
by Pohlman, Craig; Levine, MelBuy New
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Summary
Author Biography
Table of Contents
| Assessing to understand | p. 1 |
| The case for phenomenology | p. 2 |
| Profiles as tools for understanding students | p. 2 |
| Answering the question why? (and why that matters) | p. 5 |
| Identifying assets (and why they matter) | p. 7 |
| Neurodevelopmental variation as normal variation | p. 9 |
| Why the focus on assessment | p. 9 |
| The approach of this book | p. 10 |
| My perspective and background | p. 12 |
| Assessment is both complex and simple | p. 13 |
| The need for a framework | p. 15 |
| The prepared mind | p. 15 |
| The pitfalls of being atheoretical | p. 17 |
| Conceptual correctness | p. 18 |
| Theoretical frameworks for understanding learning | p. 20 |
| A neurodevelopmental framework | p. 23 |
| Other factors that may impede learning | p. 27 |
| Selecting a framework : a choice for the professional | p. 29 |
| The art of task-analysis | p. 31 |
| Two types of reasoning | p. 32 |
| Analysis of academic skills | p. 33 |
| Analysis of assessment tasks | p. 36 |
| Constructing learning plans | p. 38 |
| Task-analysis as an assessment tool | p. 40 |
| Making linkages | p. 41 |
| Functions versus skills | p. 41 |
| Linkages | p. 43 |
| Why linkages matter | p. 44 |
| Major linkages between skill deficits and neurodevelopmental functions | p. 47 |
| Assessing from multiple angles | p. 55 |
| Assessment and testing | p. 55 |
| Multi-method assessment | p. 56 |
| Qualitative and quantitative findings | p. 58 |
| Dynamic and standardized techniques | p. 62 |
| Limit testing | p. 64 |
| What history can reveal | p. 65 |
| Assets and affinities | p. 68 |
| The case for teamwork | p. 70 |
| Assessment as a process | p. 71 |
| Comparing and contrasting angles | p. 72 |
| A better use of the discrepancy concept | p. 73 |
| Clinical contrasts | p. 74 |
| Academic task to academic task | p. 76 |
| Neurodevelopmental task to neurodevelopmental task | p. 79 |
| Neurodevelopmental task to academic task | p. 87 |
| Clinical branching logic | p. 93 |
| Contrasts in history reports | p. 99 |
| A tool for better understanding | p. 100 |
| Searching for recurring themes | p. 101 |
| Making the case | p. 101 |
| Examples of recurring themes | p. 104 |
| Potential hazards in the search for recurring themes | p. 108 |
| Tactics for organizing findings | p. 109 |
| Change in course | p. 112 |
| Assessing attention | p. 115 |
| The construct of attention | p. 115 |
| Some important distinctions | p. 119 |
| General assessment considerations | p. 122 |
| Tasks designed to assess aspects of attention | p. 125 |
| Task-analysis for attention | p. 132 |
| Attention signs and symptoms | p. 135 |
| Secondary attention deficits | p. 139 |
| Assessing memory | p. 143 |
| The construct of memory | p. 144 |
| Some important distinctions | p. 145 |
| General assessment considerations | p. 147 |
| Tasks designed to assess types of memory | p. 150 |
| Task-analysis for memory | p. 159 |
| Memory signs and symptoms | p. 162 |
| Assessing language | p. 167 |
| The construct of language | p. 167 |
| Some important distinctions | p. 171 |
| General assessment considerations | p. 175 |
| Tasks designed to assess components of language | p. 177 |
| Task-analysis for language | p. 185 |
| Language signs and symptoms | p. 188 |
| Other neurodevelopmental factors to consider | p. 195 |
| Spatial ordering | p. 195 |
| Temporal-sequential ordering | p. 202 |
| Neuromotor function | p. 203 |
| Conceptualization | p. 207 |
| Reasoning and Logic | p. 210 |
| Creativity | p. 213 |
| Social cognition | p. 214 |
| Cross-construct phenomena | p. 216 |
| Degree of context | p. 218 |
| Other factors that can affect learning | p. 219 |
| Organization | p. 221 |
| Turning the corner | p. 223 |
| Telling the story | p. 225 |
| Importance of demystification | p. 225 |
| Guidelines for written reports | p. 230 |
| Communicating outside the box | p. 232 |
| Understanding to assess | p. 237 |
| Having new eyes | p. 237 |
| Making the case | p. 238 |
| The virtues of splitting | p. 239 |
| Framing the work | p. 240 |
| Preparing the mind | p. 241 |
| Passionate curiosity | p. 242 |
| Talking the talk and walking the walk | p. 243 |
| Supporting research for a neurodevelopmental framework | |
| Assessment task-analysis guide | |
| Index of potential findings | |
| Tests and batteries for neurodevelopmental assessment | |
| Learning plan resources | |
| Table of Contents provided by Blackwell. All Rights Reserved. |
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