TM
TM
COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
AND COMMUNICATION DISORDERS
SPRING SEMESTER SPEC 3050
EDUCATIONAL EVALUATION OF DIVERSE STUDENTS
THREE CREDIT HOURS
RECOMMENDED TEXT
Taylor, R. L. (1997). Assessment of Exceptional Students: Educational and Psychological Procedures (4th ed.). Needham Heights, MA: Allyn and Bacon.
COURSE DESCRIPTION
Prerequisites: SPEC 3010, 3020, 3030, 3040. This course is a study of the process of gathering information regarding individuals strengths and needs. It is an introduction to both formal and informal evaluation procedures used with students with diverse needs. Students in the course will select and implement appropriate evaluation procedures and use results of those procedures to prescribe educational programs for persons with disabilities and monitor the effectiveness of those programs.
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES ADDRESSED
Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Principle 9. The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his/her choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
EDUCATIONAL OUTCOMES:
1. An understanding of central concepts, tools of inquiry, and structures of the
fields of special education and the ability to implement intervention strategies
that make these aspects meaningful for consumers.
5. Use of formal and informal assessment strategies to diagnose and ensure the
provision of appropriate services for consumers.
Developing Professionals for Service
COURSE OBJECTIVES:
Upon completion of this course, students will:
1. explain the purposes of assessment of students (principle 8, outcome 1);
2. identify sources of assessment information for use with students and typical procedures
used for screening, pre-referral, referral, and classification (principle 8, outcome 1);
3. discuss ethical concerns related to assessment (principles 8 &9, outcome 1 );
4. discuss legal provisions, regulations, and guidelines regarding assessment of individuals (principle 8, outcome 1);
5. compare and contrast norm-referenced and criterion referenced assessment instruments (principle 8, outcome 1);
6. explain the terms validity and reliability (and types of each) as they related to assessment instruments and sources (principle 8, outcome 1);
7. explain the meaning of raw scores and derived scores, including grade and age equivalents, standard scores, and scores of relative standing (principle 8, outcome 1);
8. compute measures of central tendency (mean, median, mode), and explain the meaning of
measures of central tendency and dispersion including variance & standard deviation
(principle 8, outcome 1);
9. identify and apply criteria for determining the inclusion of items on teacher made curriculum based assessment instruments and identify a variety of test taking strategies and accommodations for students (principles3,5 &8, outcome 1);
10. develop an assessment portfolio (principles 8 &9, outcome 2);
11. analyze the results of teacher-made survey assessments and probes and articulate those findings via an assessment report (principles 3,5,8 & 9, outcome 2);
12. demonstrate the administration of one standardized, norm-referenced instrument and onecurriculum based instrument and demonstrate the skill of adapting and modifying ecological inventories, portfolio assessments, functional assessments, future-based assessments to accommodate the unique abilities and needs of individuals with disabilities (principles 8 &9, outcome 2);
13. discuss the incorporation of strategies that consider the influence of diversity on assessment, eligibility, programming, and placement of individuals with diverse learning needs (principles 3,8 & 9, outcome 2);
14. explain the relationship between assessment and placement decisions(principles 3,5,8 &9, outcome 2);
15. develop an IEP (including statements of present level of performance, annual goals, and short term objectives for instruction) based on gathered assessment information (principles 3,5 &8, outcome 2);
16. demonstrate the ability to communicate assessment results and implications to parents and other professionals (principles 8 &9, outcome 2).
COURSE REQUIREMENTS:
1. Attend all class sessions and actively participate in class discussions/activities.
2. Students will complete three tests, one of which is a comprehensive final examination.
[Objectives 1-9, 11,13 &14]
3. Each student will develop an assessment portfolio, consisting of: a review of one (1) norm referenced assessment instrument; a review of one (1) commercially developed criterion referenced measurement instrument; and teacher developed curriculum based instruments for two academic areas and two life skills areas (including performance assessment instruments); and an ecomapping system. Students will provide an organizer of the portfolio, a description of administration procedures, assessment items, scoring, and level of proficiency of measured skills in the four instructional areas. [Objectives 10,11,12]
4. Students will complete one norm-referenced test simulation and one commercial curriculum referenced test simulation and participate in a role-playing activity discussing the results from the administration of these tests. [Objective 12]
5. Students will analyze assessment information into a student/child study report evaluating supports needed for integration into various program placements, and develop appropriate IEP/IFSP components for the student/child based on provided assessment information. [Objective 15,16]
COURSE EVALUATION
1. Test # 1
Date:
2. Test # 2
Date:
3. Comprehensive Final Exam
Date:
4. Assessment Portfolio
5. Assessment simulation activities
6. Assessment Report
7. Written IEP/IFSP
Percentage Grade Earned
90 - 100% A
80 - 89% B
70 - 79% C
60 - 69% D
Below 60% F
ATTENDANCE POLICY
The university attendance policy will be adhered to in this course.
INSTRUCTOR
Office Hours
Department Phone Number: 333-5932
SPECIAL NEEDS STATEMENT
Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 226-A. The phone number is 245-2498.
DIVERSITY STATEMENT
The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.
DEPARTMENTAL PLAGIARISM POLICY
The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.
APA STYLE
The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:
American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.
COURSE SCHEDULE/OUTLINE
Tentative Course Outline:
Date |
Concepts |
| Introduction to the course; requirements and syllabus | |
| Assessment components of PL 105-17 | |
| Process and characteristics of assessment
Technical aspects of assessment |
|
| Continue from above | |
| Interpretation of formal assessment test results | |
| Continue from above; Adaptive behavior assessment; intellectual assessment | |
| Due: norm referenced test simulations | |
| Exam 1 | |
| Overview of informal assessment | |
| Continue from above | |
| Assessment of functional academic skills | |
| Continued from above | |
| Continued from above | |
| Assessment of vocational and transition skills | |
| Exam 2 | |
| Assessment of domestic skills; motor and recreation skills | |
| Assessment of community skills,
communication, motor, leisure and social skills; review course Assessment Portfolio due Student Study Report and IEP components due |
|
| Final Comprehensive Examination: 2 - 4 p.m. |
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching
Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate
Catalog | Graduate Catalog | Student
Enrollment