PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

I.                 COURSE INFORMATION:

SPED 383: Assessment in Special Education

Prerequisites:       None                                     

Credit:                    Three hours                                     

                Period:                                                                                   

II.                INSTRUCTOR INFORMATION:

                Name:                                     Susan C. Smith

                Office Location:                               L-136, Demorest Campus

                Phone Numbers:                               (706) 778-8500 X1342 (Office)

                                                                (706) 782-5267 (Home)

                E-mail:                                    ssmith@piedmont.edu

                Fax Number:                 (706) 776-0135

        Office Hours:           

III.           TIME AND PLACE

DEMOREST CAMPUS, FALL SEMESTER, 2004

Time:     

Place:     

IV.           TEXT AND SUPPLEMENTARY READINGS:

Overton, T. (2003).Assessing Learners with Special Needs, An Applied Approach (4th ed.).  New Jersey: Prentice

 

Hall.

 

Giuliani, G. & Pierangelo, R. (1998) Special Educator's Complete Guide to 109 Diagnostic Tests (1st ed.)

 

                 The Center for Applied Research in Education

 

Supplemental readings will be required as needed throughout the course.  These readings will include research and professional documents and test manuals.

 

V.                 PIEDMONT MISSION:

Piedmont College Mission:

Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.

To accomplish this mission, the college offers a number of major fields of study that are informed by the liberal arts, including specialized professional programs and selected graduate programs.  Instructional opportunities are also provided at distant locations to meet student needs.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of  all children.”  The School of Education strives to prepare reflective, scholarly, proactive educators.  These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework.  We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and  projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and  constantly revising the curriculum to reflect new insights and understandings.  Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

 

 

VI.                COURSE DESCRIPTION AND PURPOSE:

Future teachers of students in special education have the responsibility, as mandated by the Individuals with Disabilities Education Act (IDEA), for annually administering standardized tests to assess for student achievement in an array of areas, such as academics, adaptive behaviors, and  functional vocational skills. 

 

This course will provide an overview of assessment basics beginning with the key terms, concepts, and evaluation processes.  We will also review the evolution of testing as it applies to students with special needs from the early 1900s through current federal legislation.  The various legal and ethical concerns that influence present assessment measures will be discussed.

 

Teacher candidates need to demonstrate proficiency in the administration and analysis of educational assessment instruments.  Students taking this course will be required to administer a battery of educational instruments to a student in a special education class, score each of the instruments, and write a profile report summarizing the results of the tests, with specific instructional  recommendations for the student.

 

Candidates will participate in activities that will increase understanding of assessment task development, analysis, and interpretation of results.  Documenting student performance and progress both for instructional and accountability purposes will be emphasized.  Candidates will develop and use new assessment paradigms to enhance students’ learning, communicate with parents and students, and to foster changing views toward the assessment process.  They will learn how to communicate assessment results to a multidisciplinary team.  Candidates will also explore established and developing technologies as well as computer software programs that are used to strengthen the assessment process and record keeping. 

 

VII.                SCHOOL OF EDUCATION OUTCOMES

                Core Candidate Learning Outcomes:

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.

1)Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring learning environment that encourages positive social interaction, active engagement in learning, self regulation and collaboration.  The teacher additionally fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding.  CO: 6, 8, & 15

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO: ALL

3) Student Learning: The reflective teacher understands how students develop and learn and can provide well-managed learning opportunities that support students’ intellectual, social, and personal growth. 

CO: 2, 6, 12, &15

4) Diversity: The teacher committed to the ideals of the democratic classroom understands that learners are the products of their innate talents/disabilities, preferred learning styles, and cultural experiences and can adapt instruction to meet diverse needs. CO:6, 8, 14, & 15

5) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to proactively encourage the development of student critical thinking, problem solving, and performance skills. CO: 5, 6, & 11 

6) Assessment Strategies: The teacher understands and uses a variety of assessment strategies to encourage the continual intellectual, social, and personal growth of students to become knowledgeable, inquisitive learners. CO: ALL

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 2, 5, 12, 13, & 15

8) Planning Instruction: The reflective, scholarly, and knowledgeable teacher plans and manages instruction based upon knowledge of subject matter/pedagogy, students, the community, and curriculum goals. CO: 1, 2, 4, 5, 9, 10, & 15

9) Reflection and Professional Development: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, and who proactively seeks opportunities for the continual development of a personal pedagogy. CO: 3, 5, 8, 13, & 15 

10) Collaboration and Relationships: The proactive teacher communicates and interacts through democratic processes with other educators, parents/families, and the community to support student learning and well being. CO: 4, 5, 7, 12, 13, & 15

 

 

 

 

 

VIII.                COURSE OUTCOMES (CO):

                Upon successful completion of this course, the candidate will be able to:

                1.Appropriately use the language of assessment.

2.Identify several specific roles or purposes of educational assessment and the types of assessment appropriate for each.

3.Distinguish between criterion and norm referenced interpretations.

4.Properly interpret selected standardized test results.

5.Explain the role of measurement and assessment in the instructional process.

6.Explain the concepts of validity and reliability and their role in the construction, selection, interpretation, and use of tests and measurements.

7.Administer, score and interpret tests and assessments properly and use their results effectively.

8.Report assessment results in a manner that provides meaningful information for instructional planning. .

9.Recognize both the potentialities and limitations of the various tests and assessment procedures used in schools.

10.Demonstrate knowledge of current trends and issues in assessment, including ethical considerations.

 

IX.                COURSE POLICIES:

1.Class Attendance & Participation: 

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The allotted number of excused absences for this course is one.  Only those absences due to emergencies or school sponsored activities will be excused.  Please contact me prior to absence when possible.  Work missed due to an excused absence may be made up.  It is your responsibility to inform me in writing how you plan to make up the work.  Your writing should include a statement about why you were absent and a detailed, quality description of the process you undertook to make up the work as well as a comprehensive summary of the content that was covered in class.  If work is not made up satisfactorily, the highest grade a candidate can receive for the course is a B.  Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester.  Also understand that notes cannot easily duplicate many of the experiences of the course. 

 

Additionally, tardiness or leaving early will be considered a partial absence reflected in your final grade.

 

 Incompletes – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean.  An incomplete is not granted just to extend time to complete work that should have been done in a timely manner.  (See pages 57 of the 2003-2004 Piedmont College catalog for additional information regarding an incomplete).

 

Inclement Weather – In general, classes are dismissed or canceled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive.  Candidates who live ouside the Demorest area for which road conditions are too difficult to proceed should stay at home.  Candidates who miss class should consult their instructors for assignments and make-up work.  Dismissed or canceled classes must be made up during semester breaks, the first available Saturday, or on an agreed upon make-up by class members and the professor.  When classes are dismissed, the following radio/TV stations will be informed of the action taken:  Station WCON (99.3 FM) – Cornelia, WMJE (102 FM) – Clarkesville/Gainesville: and WXIA TV – 11 Alive.

 

 

Participation - Active participation means that you prepare for classes by reading the text and/or other assigned readings and that you take active part in discussions and activities conducted during class.

 

Two (2) points will be added to your final grade if you meet all of the following:

v      Attend all classes for the duration of the allotted class times.

v      Submit all assignments on time.

v      Attentive and respectful of peers and the professor during discussions, dialogue, and presentations.

v      Contribute significantly to class discussions and activities.

 

2.Written Work: 

Use APA style (5th ed.).All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font.  Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks. Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.  For example, (double spaced and centered), Your name; SPED 383: Special Education Assessment; Interview; Date.

 

Quality is important!  Work submitted should reflect your developing professionalism.  Your writings and reflections will be assessed according to depth, breadth, clarity, and accuracy they convey.

 

Be sure to keep a duplicate copy of all submitted work for your own records.

 

3.Academic Integrity:

By accepting admission to Piedmont College, each student makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy.  Refer to your Piedmont College Student Handbook for details.

All work submitted must be your original work created in and for this course.  It should be referenced properly using APA (including information from the internet).Double dipping (to be discussed in class) is not permitted.

 

4.Special Considerations:

Piedmont College makes every effort to provide students with learning disabilities equal access to all academic programs.  Reasonable and appropriate accommodations are coordinated through the Academic Support Office.  Students are obligated to self-disclose and are responsible for providing accurate and current (not older than three years) documentation of their learning disability to the Director of Academic Support before receiving accommodations.  Candidates with any special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should make these special needs known to the professor/instructor during the first class session.

 

5.Assignments:  Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate/could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class. All work for the course is to be in on time, or handed in on an agreed upon future date.  Make-up tests will be considered if a reason for missing the original test is justified.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

X.                COURSE OUTLINE AND STUDENT EXPECTATIONS: 

                1.Instructional Methods

This class will operate as a democratic classroom.  Candidates will engage in shared decision making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, reflective writings, listening, questioning, and formative and summative evaluations.

 

Students will maintain integrity and confidentiality during the administering and scoring of assessment instruments.

 

2.Description of Assignments

20 %     A.  Test Administration:  CCLO: 3, 4, 5, 6, 7, & 8

Each student will be required to administer and score a series of assessment instruments on an assigned special education student.

20%      B. Case Study:  CCLO: 3, 4, 5, 6, 7, & 8

Each student will write a profile summation paper on their assigned student in special education.  This paper will synthesize the test results and will include instructional recommendations and modifications  for participation within the regular classroom setting.

10%      C. Interviews CCLO: 1, 2, 5, 14, 

Each candidate will interview a school psychologist or educational diagnostician about the components of a comprehensive evaluation and how that evaluation is used to determine eligibility for special education services under IDEA.  Interview results, including all questions asked and answers given, should be submitted in a written report.  Interview results and conclusions will be shared in class.

10%      D.Attend a Special Education Placement Committee Meeting CCLO:  1, 2, 5, 7, 11, 13, 14, & 15

Each candidate will request permission to attend a Special Education Placement Committee meeting .   After your observation type a 3-5 page reflective paper describing your thoughts about the eligibility determination process.

10%      E. Impact of NCLB and Accountability in Special Education:  CCLO: All

Each candidate will write a 3-5 page paper  related to the controversy surrounding the use of standardized testing to assess the adequate yearly progress of students receiving special education services. 

20%                F.Midterm and Final Examinations: CCLO: ALL

The midterm and final examinations will focus on the readings of the texts and information from lectures, class discussions, and class activities.  Most likely, the examinations will consist of multiple choice questions, true/false statements, matching, short answer, and/or problem solving questions.

10%                G.Attendance and Participation: CCLO: ALL

Refer to information under Policies.

 

XI.          GRADING

In addition to the criteria listed under “Course Policies and Procedures,” grading will be determined using the weights listed above and the following scale: 

                WORK MEETS STANDARD OF EXCELLENCE    

                   9899100   A+    4.0   Exemplary

                94959697                A                4.0                Outstanding

                919293                A-                3.7                Excellent               

1. Completes assignment conscientiously and thoroughly, going well beyond basic requirements.  The

objective(s) outlined in the task description are fully addressed.

2.                   Discussion demonstrates a thorough understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exemplified at a scholarly level.

3.     Descriptions and reflections are rich with depth, breadth, clarity, and accuracy.

4.  Written and oral communication: Error free grammatically with very minimal proofreading and correction required.  Presented in a very professional manner.

             WORK EXCEEDS ACCEPTABLE STANDARD       

                888990                B+                3.3                Very Good

                84858687                B                3.0                Good

                   818283   B-     2.7   Effective

       1.  Completes assignment very well, going beyond basic requirements.  The objective(s) outlined on the task description are effectively addressed.

2.                   Discussion demonstrates an adequate understanding of the concepts, principles, and generalizations specific to the task.  Originality of thought and creativity are exhibited at a scholarly level.

3.     Descriptions and reflections are good with moderate depth, breadth, clarity, and accuracy.      

4.  Written and oral communication:  Close to error free grammatically.  May require minimal proofreading and correction.  Presented in a professional manner.

WORK MEETS ACCEPTABLE STANDARD

                   787980   C+    2.3   Satisfactory

                74757677                C                2.0                Fair

                   717273   C-     1.7   Needs Improvement

1. Completes assignment but indicative of weak preparation, meeting basic requirements of the objective(s) outlined in the task description.

2. Discussion displays a vague understanding of the concepts, principles, and generalizations specific to the task with some conflicting and/or confusing statements.  Originality of thought and creativity are limited.

3. Descriptions and reflections are satisfactory with little depth, breadth, clarity, and/or accuracy.

4. Written and oral communication:  Requires a fair amount of proofreading due to repeated errors and                                                correction of grammatical mistakes.  Presented in a minimal professional manner.

   WORK DOES NOT MEET ACCEPTABLE STANDARD

                686970                D+                1.3                Poor

                   64656667   D      1.0   Poor

                616263                D-                0.7                Poor

                   60 and below   F       0.0   Not Acceptable

1. Does not complete assignment, little attention given to basic requirements. The objective(s) outlined in the task description are not met.

2. Discussion displays severe misconceptions about the concepts, principles, and generalizations specific to the task.  Originality of thought and creativity are lacking.

3. Descriptions and reflections are weak, lacking depth, breadth, clarity, and/or accuracy.

4. Written and oral communication:  Work contains repeated errors and omits important details. Work does not

     show proofreading or correction of grammatical mistakes.  Lacks professional presentation.

Note:  If a candidate receives a grade below a C on an assignment (excluding midterm and final) he or she may resubmit the work and receive up to 10 points added to the original grade.  The number of points added will depend on the quality of the resubmitted work.  Additionally, the work must be resubmitted by the next class meeting. 

                                                                               

XII.                RESOURCES:

                1.Bibliography  

                Giuliani, G. & Pierangelo, R.(2002).Assessment in Special Education:  A Practical Approach.  Boston: 

 

                                Allyn and Bacon.

 

Gronlund, N. & Linn, R.(2000).Measurement and Assessment in Teaching (8th ed.), New Jersey:  Prentice   

 

         Hall.            

  

Gregg, N. & Hoy, C.(1994).Assessment:The Special Educator's Role. California:  Brooks/ Cole Publishing.

Popham, J.W (2002). Classroom Assessment:What Teachers Need to Know (3rd ed.), Boston: Allyn & Bacon.

Shearer, C. B.(1996).The MIDAS: A guide to assessment and evaluation for multiple

                      intelligences.Columbus, OH:Greyden Press.

                Taylor, R..(1997).Assessment of Exceptional Students: Educational and Psychological Procedures(4th ed.).

                                Boston:  Allyn & Bacon.

                Venn, J. (2004). Assessing Students with Special Needs, (3rd ed.). New Jersey:  Prentice Hall.