Course Description
Educational and adaptive behavior assessment of individuals with disabilities. Basic measurement concepts and procedures for administering standardized, informal, and curriculum-based tests.
Athena Title
Assessing Individ with Disabil
Equivalent Courses
Not open to students with credit in EDSE 3030
Non-Traditional Format
This course will be taught 95% or more online.
Prerequisite
Permission of major
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
The following topics that provide a structure for this course are identified by the Council for Exceptional Children as critical content knowledge and skills for pre-service special education teachers. Gaining an understanding for program planning and placement for students with mild disabilities. 1. Basic terminology used in assessment. (CC3:K1) (GC3-K3) 2. Legal provisions and ethical principals regarding assessment of individuals. (CC3:K2) 3. Understand typical procedures used for screening, pre- referral, referral, and classification. (CC3: K3) 4. Use and limitations of assessment instruments. (CC3: K4) 5. Create and maintain records. (CC3: S2) 6. Gather relevant background information. (CC3: S3) 7. Use performance data and information from all stakeholders to make or suggest modifications in learning environments. (CC3:S8) Gaining an understanding about the influence of diversity on assessment. 8. Using assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/ or linguistically diverse backgrounds. (CC3: S10) Gaining an understanding of legal provisions relating to assessment. 9. Legal provisions, regulations, and guidelines regarding assessment of individuals with exceptional learning needs. (CC3: K2) (GC3-K2) Gaining an understanding of various assessment instruments. 10. Appropriate use and limitations of each type of assessment instrument. (CC3: K4) (GC3-S2) 11. Develop and administer nonbiased, informal assessment procedures. CC3: S4) 12. Uses formal and informal assessments. (CC3: S5) 13. Interpret information from formal and informal assessment instruments and procedures. (CC3: S6) 14. Develop or modify individualized assessment strategies. (CC3: S9) Gaining an understanding of basic terminology used in assessment. 15. Basic terminology used in assessment. (CC3: K1) (GC3-K1) 16. Report assessment results to all stakeholders using effective communication skills. (CC3: S7) Gaining an understanding of ethical concerns relating to assessment. 17. Ethical concerns related to assessment. (CC3: K2)
Topical Outline
· Participation in class discussion and activities: Students are expected to attend and participate. Whole class discussion is encouraged, and expected. Periodically small groups are formed to focus on particular topics (usually current trends and issues) and reports from these small groups are presented during class. · Complete assigned readings: Students are expected to complete reading from the text and supplementary materials in a timely manner. · Development of an assessment portfolio: Students will develop an assessment portfolio that contains a variety of assessment tools. The results of the administration of various assessment tools (including 6 CBAs, standardized academic achievement, IQ and adaptive behavior scales, and teacher made tests will be a part of the finished product. The portfolio will also include protocols for CBAs in 6 academic subjects that will be useful for future assessment. · Final Project: Students will analyze the results of individually administered CBA in 6 academic subjects, (reading rate, reading comprehension, math computation, math reasoning, written expression, and grammar) and will use that information to describe present level of functioning and related IEP goals and objectives for a particular student.