Contents

EDUC 293 Special Education Assessment Part I Birth-12th Grade

This course provides students with the knowledge, professional ethics, conduct, and skills in selecting, administering, interpreting, diagnosing, reporting, using assessment tools and data, as well as monitoring and evaluating the instructional program using appropriate strategies of assessment. Legal perspectives and technical aspects of assessment tools, accommodations, modifications and the computer as a tool for assessment, as well as nondiscriminatory testing procedures will be examined. Students will demonstrate knowledge and apply standards and best practices of the trans-disciplinary model of assessment in case studies and assessment simulations. Students will practice and master observational assessment techniques, curriculum-based assessment methods, and alternative assessment practices in role plays, case studies, and simulations. This course meets the Maryland State Department of Education Assessment, Diagnosis, and Prescriptive Techniques requirement for an initial certificate in Generic Special Education Infant/Primary, Elementary/Middle School, and Secondary/Adult.

Credits

3

Hours Weekly

3 hours weekly

Course Objectives

  1. 1. Define basic terminology used in assessment.
  2. 2. Analyze ethical situations and respond to concerns related to assessment.
  3. 3. Acquire and apply knowledge of legal provisions, regulations, and guidelines regarding
    assessment of individuals.
  4. 4. Explain and evaluate typical procedures used for screening, pre-referral and
    classification
  5. 5. Demonstrate appropriate application and interpretation of score, including grade score
    versus standard score, percentile ranks, age/grade equivalents, and stanines.
  6. 6. Identify appropriate use and limitations of each type of assessment instrument.
  7. 7. Incorporate strategies that consider the influence of cultural, linguistic, and gender
    differences on assessment, eligibility, programming and placement of individuals with
    exceptional learning needs.
  8. 8. Analyze and discuss the relationship between assessment and placement decisions.
  9. 9. Evaluate methods for monitoring progress of individuals with exceptional learning
    needs.
  10. 10. Collaborate with families and other professionals involved in the assessment of
    individuals with exceptional learning needs.
  11. 11. Interpret records.
  12. 12. Gather background information regarding academic medical, and family history.
  13. 13. Define various types of assessment procedures appropriately.
  14. 14. Interpret information from formal assessment instruments and procedures for
    instructional planning.
  15. 15. Gather performance data and information from teachers, other professionals, individuals
    with exceptionalities, and parents to make or suggest appropriate modification in learning
    environments.
  16. 16. Develop individualized assessment strategies for instruction.
  17. 17. Explain assessment information in making instructional decisions and planning
    individual programs that result in appropriate placement and intervention for all
    individuals with exceptional learning needs, including those from culturally and/or
    linguistically diverse backgrounds.
  18. 18. Evaluate supports needed for integration into various program placements.

Course Objectives

  1. 1. Define basic terminology used in assessment.
  2. 2. Analyze ethical situations and respond to concerns related to assessment.
  3. 3. Acquire and apply knowledge of legal provisions, regulations, and guidelines regarding
    assessment of individuals.
  4. 4. Explain and evaluate typical procedures used for screening, pre-referral and
    classification
  5. 5. Demonstrate appropriate application and interpretation of score, including grade score
    versus standard score, percentile ranks, age/grade equivalents, and stanines.
  6. 6. Identify appropriate use and limitations of each type of assessment instrument.
  7. 7. Incorporate strategies that consider the influence of cultural, linguistic, and gender
    differences on assessment, eligibility, programming and placement of individuals with
    exceptional learning needs.
  8. 8. Analyze and discuss the relationship between assessment and placement decisions.
  9. 9. Evaluate methods for monitoring progress of individuals with exceptional learning
    needs.
  10. 10. Collaborate with families and other professionals involved in the assessment of
    individuals with exceptional learning needs.
  11. 11. Interpret records.
  12. 12. Gather background information regarding academic medical, and family history.
  13. 13. Define various types of assessment procedures appropriately.
  14. 14. Interpret information from formal assessment instruments and procedures for
    instructional planning.
  15. 15. Gather performance data and information from teachers, other professionals, individuals
    with exceptionalities, and parents to make or suggest appropriate modification in learning
    environments.
  16. 16. Develop individualized assessment strategies for instruction.
  17. 17. Explain assessment information in making instructional decisions and planning
    individual programs that result in appropriate placement and intervention for all
    individuals with exceptional learning needs, including those from culturally and/or
    linguistically diverse backgrounds.
  18. 18. Evaluate supports needed for integration into various program placements.