Special Education 550

Assessment in Special Education

2 Semester Hours

Special Education 533

Clinical Practice

1 Semester Hour

Instructor: Dr. Johnna E. Westby

Assistant Professor

Memorial Hall 210B

Office # 858-4245

Cell # 701-629-1006

johnna.westby@minotstateu.edu

Course Description

The purpose of this course is description of processes of assessment for screening special education, eligibility, program planning and evaluation. Legal requirements, professional roles and responsibilities, and terminology are covered. Focus is on the interdisciplinary assessment process.

Additionally, this course provides graduate level students with the knowledge and skills necessary to understand psychometric issues. The course emphasizes the relationship between research and practice. It also provides a theoretical and practical basis for choosing and using the wide range of test and measurement data available to applied practitioners. The course focuses on the uses of different tests in a variety of settings and is appropriate for applied researchers and practitioners.

Course Goal

This course supports the goals of the Special Education Program by preparing professionals to become leaders in the field of assessment. The main goal for this course is centered on the process of formal and informal assessment for instructional programming, screening and eligibility for special education services, program planning and evaluation.

Learning Outcomes

This course will be divided into the following 4 units of study:

Unit 1 Overview of Assessment

• Establish the distinction between testing, assessment and diagnosis and how these interplay in decision making processes.
• Describe in detail the process of assessment and concerns associated with various procedures for gathering data.
• Outline legal and ethical considerations in assessment and the major landmark legislation in general and special education

Assigned readings:

Cohen & Spenciner chapters 1, 2, 17

Butler & McMunn introduction & chapters 1, 2

Unit 2 Basic Concepts of Measurement

• Demonstrate a comprehensive understanding of statistical concepts, measurement scales, quantification of test performance, norms, reliability, standard error of measurement, confidence intervals and validity.
• Describe the relevance of adaptations made to accommodate students with disabilities as well as issues related with testing students with limited English proficiency.
• Identify alternative assessment approaches related to assessment in classrooms

Assigned readings:

Cohen & Spenciner chapters 3, 4

Butler & McMunn chapters 3, 4

Unit 3 Assessment in Classrooms

· Develop teacher-made tests of achievement and possibly conduct classroom-based systematic student observations.

· Describe the demonstrated value of portfolio assessment.

· Explain the term intelligence and describe types of behaviors measured by intelligence tests.

Assigned readings:

Cohen & Spenciner chapters 5, 6, 8, 9, 10, 12, 14, 15, 19

Butler & McMunn chapters 5, 6, 7, 8

Unit 4 Assessment using Formal Measures

· Name and describe the uses of the specialized individual and group tests of intellectual ability.

· Name and describe the uses of the specialized individual and group tests of achievement.

· Describe the principles pf assessing behavior and the behaviors assessed by rating scales and checklists.

· Name and describe the uses of specialized scales of social, emotional and behavioral skills.

· Define adaptive behavior and describe the range of behaviors measured by adaptive rating scales.

· Name and describe the uses of the specialized scales of adaptive behavior.

Assigned readings:

Cohen & Spenciner chapters 7, 9, 10, 12, 13, 14, 16

Butler & McMunn chapters 9, 10, 11, 12 & conclusion

Required Texts

Cohen, L.G., Spenciner, L. J. (2007). Assessment of Children & Youth with Special Needs. Allyn – Bacon Publishers, Inc. ISBN 0-205-49353

Butler, S. M., McMunn, N. D. (2006). A Teachers Guide to Classroom Assessment. Jossey Bass Publishing, Inc. ISBN 978-0-7879-7877-8

Optional Texts

Campbell Hill, B., Norwick, L. & Ruptic, C. (1998). Classroom Based Assessment. Christopher-Gordon Publishers, Inc. 1-800-934-8322

ISBN: 0-926842-84-6

Giuliani, G. & Pierangelo, R. (2006). Assessment in Special Education A Practical Approach. Pearson Education, Inc. ISBN: 0-205-41643-8

Nitko, A. (2001). Educational Assessment of Students (3^rd edition).Upper Saddle, New Jersey: Merrill Prentice Hall. ISBN: 3-13-013708-1

Salvia, J. & Ysseldyke, J.E. (2004). Assessment in Special Education and Inclusive Education (9^th ed). Boston, MA: Houghton Mifflin Company.

ISBN: 0-618-27399-9

Required Assignments

Achievement of the learning outcomes will be assessed using the following 200 point scale. Each Unit response paper is typed double spaced with professional presentation.

Unit 1 assignment	Total points = 25
Unit 2 assignment	Total points = 25
Midterm exam	Total points = 50
Unit 3 assignment	Total points = 25
Unit 4 assignment	Total points = 25
Final exam	Total points = 50

Unit 1 Overview of Assessment Assignment

Create a graph that represents the purposes of assessment and how these differ from one another. Use your graph as part of a 2 to 3 page response paper to the following scenario.

As a special education consultant, you have been asked to give input to a committee created to select future assessment instruments for your school district. Describe the specific considerations you will suggest to your colleagues when selecting these instruments.

Unit 2 Basic Concepts of Measurement Assignment

Obtain the test manual for 2 standardized tests. As an alternative resource, you may also want to access Buros’ Mental Measurement Yearbook and search test reviews. Keep in mind that it is the authors’ responsibility to demonstrate each instrument’s validity and reliability.

Select one instrument. Check for a section on validity in the test manual. How does the author recommend using the test? What domains are measured? How were items selected for the test? What types of validity data are provided? What assertions are made about particular uses of the test or certain scores? What data are provided to support these assertions? Based on this information, would you recommend this test? Does the test measure what it purports to measure?

Select the second instrument. Check for a section on reliability in the test manual. Check for evidence of each appropriate type of reliability. Are there estimates for each subtest at each grade or age range? Is the Standard Error of Measurement (SEM) provided? Which scores are stressed? Evaluate the adequacy of the test’s reliability.

Write a 4 to 5 page response paper (typed double spaced) with a description of the tests you reviewed. Remember to include information on norming procedures; is the test valid and reliable for various populations of students? Include a section with recommendations, i.e., your opinion as to whether these tests could be considered quality instruments or if areas of concern must be considered.

Unit 3 Assessment in Classrooms Assignment

Discuss the following information and questions in a 4 to 5 page response paper:

Select and discuss 3 informal assessment techniques described in chapter 9, Reading, of the Cohen & Spenciner textbook. Show how they are directly linked to instruction, program planning, and program evaluation.

Select and discuss 3 informal approaches of the assessment of written language (chapter 10 Cohen & Spenciner) and discuss the advantages and disadvantages of each.

Why is knowledge of the integral link between reading instruction, written language instruction, and assessment important?

Unit 4 Assessment Using Formal Measures Assignment

Select one area of interest; (i.e., intelligence, reading, adaptive behavior, language development, behavior disorders, etc.) Assume that you have been asked to make a contribution to a psycho-educational evaluation in the area that you selected. Review your test and select one additional instrument in your area of choice.

How would you go about conducting the evaluation? How would you coordinate this portion of the evaluation with other areas assessed? Describe informal approaches to assessment and also provide a rationale for your selection of informal approaches. Who else can provide you with information about the student? Also, justify the selection of your norm-referenced instrument by providing validity and reliability statistics.

Identify and describe issues that can be of concern in the assessment of the area selected. Write a 4 to 5 page response paper with the outcome of your selection. This paper should have 3 clear sections:

1) Best Practices in the Assessment of (your area)

2) Informal and Formal Strategies in the Assessment of (your area)

3) Recommendations in the Assessment of (your area)

Grade Equivalents

90% = A

80% = B

70% = C (less than minimal requirements were met)

Below 70% = F

Class Dates, Material Covered, Suggested Due Dates

June 3	Unit 1
June 10	Unit 1	Unit 1 assignment due
June 17	Unit 2
June 24	Unit 2	Unit 2 assignment due	Midterm Exam
July 1	Unit 3	No formal class	No formal class
July 8	Unit 3	Unit 3 assignment due
July 15	Unit 3
July 22	Unit 4	Unit 4 assignment due	Final Exam

Teaching Strategies

This course is designed so that students will interact actively with the course material, small group projects and discussions as well as in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class prepared to engage actively with the course materials. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade.

Further this course attempts to create a community of inquiry by encouraging collaborative investigations. It will be structured to provide space for participates to give, receive, and interact with alternative perspectives on their own and others’ projects through periodic reflections and/or email interactions. Students may work individually, in dyads or in groups. Each class session will allow for time for both collaborations on projects as well as discussions of readings and the presentation of new material, including conceptual framework and creative approaches to course content.

The teaching strategies for this course may include a combination of the following:

v teacher lecture (50%+ of class time)

v student dyad grouping

v student small group work

v individual student/professor dialogues

v debates

v discussions

v critique of reading material assigned

v current events relevant to course topics

v logs / journaling activities

In coordination with the Disability Support Service, reasonable accommodations will be provided for qualified students with disabilities (LD, Orthopedic, Hearing, Visual, Speech, Psychological, ADD/ADHD, Health Related & Other). Please contact the instructor during the first week of class to make arrangements. Accommodations and alternative format print materials (large print, audio, disk or Braille) are available through the Disability Support Service, located in the basement of Lura Manor, phone # 701-858-3371 or evelyn.klimpel@minotstateu.edu

Minot State University does not discriminate on the basis of sex, religion, creed, national origin, race, age, disability, or any other basis prohibited by law. If you believe you have been discriminated against unlawfully, please bring this matter to the attention of your instructor or the MSU’s Human Resource Office at 701-858-3352.