EDUC 294 Special Education Assessment Part II Birth-12th Grade

This course is designed to provide knowledge and skills in assessment, administration, interpretation, programming and alignment of test data with teaching standards and high stakes testing programs. Trends in informal assessment, observation techniques, family assessment, vocational assessment, work sample analysis, task analysis, portfolios and teacher made tests will be explored and practiced in case studies, simulations and role plays. Students will develop skills in the use of common assessment instruments and the interpretation of assessment reports that include data related to measures of general intelligence, adaptive behavior, emotional status, general achievement, reading, writing and mathematics, as well as early childhood and vocational/transitioning assessments. Students will demonstrate assessment administration skills and competencies in role plays, simulations and case study activities. Students will develop teacher-made checklists, rubrics and Likert scales, and practice interpreting assessment data as it relates to diagnostic and prescriptive educational programming and evaluation. 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

Hours Weekly

3 hours weekly

Course Objectives

1. Define and apply basic terminology used in assessment.
2. Analyze, and explain ethical concerns related to assessment.
3. Explain legal provisions, regulations, and guidelines regarding assessment of individuals.
4. Evaluate the appropriateness of various typical practices and implement best practices
used for screening, pre-referral and classification in case studies.
5. Analyze, synthesize and evaluate data and demonstrate appropriate application and
interpretation of score, including grade score versus standard score, percentile ranks,
age/grade equivalents, and stanines.
6. Exhibit appropriate use and limitations of each type of assessment instrument in lab
activities.
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. Analyze and explain the relationship between assessment and placement decisions.
9. Evaluate various methods for monitoring progress of individuals with exceptional
learning needs in lab activities and demonstrate best practices in monitoring progress.
10. Collaborate with families and other professionals involved in the assessment of
individuals with exceptional learning needs.
11. Create and maintain records.
12. Gather and analyze background information regarding academic, medical, and family
history.
13. Demonstrate use of various types of assessment procedures appropriately.
14. Interpret information from formal assessment instruments and procedures for
instructional planning.
15. Explain and use performance data and information from teachers, other professionals,
individuals with exceptionalities, and parents to make or suggest appropriate
modification in learning environments.
16. Develop individualized assessment strategies for instructions.
17. Interpret 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. Evaluate supports needed for integration into various program placements.

Course Objectives

1. Define and apply basic terminology used in assessment.
2. Analyze, and explain ethical concerns related to assessment.
3. Explain legal provisions, regulations, and guidelines regarding assessment of individuals.
4. Evaluate the appropriateness of various typical practices and implement best practices
used for screening, pre-referral and classification in case studies.
5. Analyze, synthesize and evaluate data and demonstrate appropriate application and
interpretation of score, including grade score versus standard score, percentile ranks,
age/grade equivalents, and stanines.
6. Exhibit appropriate use and limitations of each type of assessment instrument in lab
activities.
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. Analyze and explain the relationship between assessment and placement decisions.
9. Evaluate various methods for monitoring progress of individuals with exceptional
learning needs in lab activities and demonstrate best practices in monitoring progress.
10. Collaborate with families and other professionals involved in the assessment of
individuals with exceptional learning needs.
11. Create and maintain records.
12. Gather and analyze background information regarding academic, medical, and family
history.
13. Demonstrate use of various types of assessment procedures appropriately.
14. Interpret information from formal assessment instruments and procedures for
instructional planning.
15. Explain and use performance data and information from teachers, other professionals,
individuals with exceptionalities, and parents to make or suggest appropriate
modification in learning environments.
16. Develop individualized assessment strategies for instructions.
17. Interpret 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. Evaluate supports needed for integration into various program placements.