SAMPLE SYLLABUS

Assessment of the Learner

ED N503 3 HOURS

BELINDA D. LAZARUS, Ph.D.

VIRTUAL OFFICE HOURS: M - F 9-10am and 7:00-8:00pm at
Belinda Lazarus

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Dear Students,

Welcome to Assessment of the Learner. Assessment is the cornerstone of instructional planning for students with disabilities. In this course you will gain an understanding of the assessment process and how it guides instructional decisions like what we teach, how we teach, when we teach, how much we teach, etc.

The course addresses three major areas. First, the whole area of assessment including standardized tests and informal strategies, how to prepare for and conduct assessments, and how to select tests and strategies to ensure results that are valid and unbiased will be examined. Second, tests and strategies for assessing academic achievement, specific academic areas, and learning aptitude are described. And, finally, ways to interpret and use assessment data are addressed.

The on-line version of ED N503 enables students to complete the entire course at their own pace -- anytime, anywhere. The formal term for anytime-anywhere learning is asynchronous learning. Students, will learn the content by reading the assignments, visiting specific web sites, participating in an on-line discussions and then completing and submitting competencies for grading. Once you have completed all of the sessions, I will send to you a final exam that you complete and submit via email to me. You may do all of the sessions at your own pace (e.g., 4 weeks, all semester, 10 weeks, etc.). Only the on-line discussions have deadlines.

The course syllabus contains a thumbnail sketch of the class. More detailed information is provided by the relevant link found on the course home page. Throughout the course we will discuss a wide range of topics and get to know each other as we learn together.

 Belinda 

TEXT

McLoughlin, J., & Lewis, R. Assessing special students. Columbus, OH: Merrill Publishing Co.

COURSE DESCRIPTION

Formal and informal assessment strategies used in the identification and service of students with handicaps are described. Technical and operational aspects of standardized testing, curriculum based assessment, and informal strategies are described. PREREQUISITES: Graduate standing or permission of the instructor and C501

TOPICS

1. SPED Assessment: Definitions and Components
2. Steps in Assessment
3. Selection of Assessment Tools
4. Standardized Testing
5. School Performance
6. Informal Assessment
7. Learning Aptitude
8. Assessing Classroom Behavior
9. Reading and Written Language Assessment
10. Math Assessment
11. Using and Reporting Assessment Data
12. Early Childhood, Family Assessment
13. Assessing Adults

OUTCOMES

1. describe and distinguish between assessment, testing, and diagnosis; formal and informal assessment and related terms;

2. provide examples of formal and informal assessment;

3. describe and distinguish among the various purposes for conducting assessment of students referred for possible SPED services;

4. describe and distinguish among the possible persons who may contribute to the team approach to assessing SPED students;

5. provide examples of the functions and contributions of each team member

6. describe the hierarchy of the steps in educational assessment;

7. distinguish among all of the steps in the assessment hierarchy;

8. provide practical examples of each step in the assessment hierarchy; and

9. generally, describe the development of the IEP.

10. describe, distinguish among, and recognize examples of the legal, professional, and evaluative criteria that are essential in the selection of an assessment tool;

11. describe measurement scale, norm groups, reliabilities, validities, and measurement error;

12. distinguish among and provide examples of the various measurement scales, reliabilities and validities;

13. evaluate the technical quality of standardized tests with respect to norms, reliabilities, validities, and measurement error;

14. describe and interpret test scores; and

15. describe and evaluate suggestions for promoting non-biased assessment.

16. Describe and demonstrate the preparations of the tester, testing environment, student, participants, and equipment;

17. Describe and practice adherence to standardized administra-tion,observation of student behavior, recording student responses, and establishing rapport with student;

18. Describe and practice scoring tests and interpreting results; and

19. Describe ways to modify the test and avoid bias in testing and interpreting results.

20. Describe the purposes of assessments of school performance;

21. Compare and contrast individual and group administered tests;

22. Provide examples of various sources of information in the assessment of school performance;

23. Describe administration, scoring and interpretative considerations of frequently used global measures of assessment;

24. Administer, score, and interpret the WJ-R, PIAT-R, and KTEA.

25. cite the advantages of informal strategies;

26. describe, compare and list examples of all informal strategies;

27. when provided with examples of situations, select and support your selection of the most appropriate informal strategy;

28. discuss how data from informal and formal strategies can be used to describe student performance and help in selection instructional materials and strategies;

29. describe strategies that help control for informant bias;

30. describe learning aptitude; distinguish between intellectual performance and adaptive behavior;

31. preview and practice several IQ tests;

32. describe IQ testing within the historical development of IQ tests;

33. practice the best uses of the results of IQ tests;

34. discuss a variety of test of adaptive behavior;

35. describe and distinguish among the factors that affect classroom behavior, such as actions, attitudes, self-esteem, environment, and peer relations;

36. discuss and examine various measures of behavior, attitude, self-esteem, and environmental factors;

37. discuss and distinguish among the aspects of the environment that affect behavior;

38. recognize, describe, and use various measures of behavior, self-esteem, environment, attitude, and interactions;

39. Describe and distinguish among the purposes for assessing reading, kinds of assessment, and current practices;

40. Discuss selection criteria for various kinds of reading assessment;

41. Describe environmental factors that need to be assessed in the evaluation of reading and written language; and

42. Recognize and practice various forms of assessment for spelling, handwriting, and composition.

43. Describe and distinguish among purposes of assessing mathematics;

44. Describe and distinguish among the various mathematics skills that need to be assessed and provide examples of formal and informal methods to assess each area;

45. Explain and provide examples of instructional, interpersonal, and physical environmental factors that need to be assessed as well as ways to assess environmental factors;

46. Conduct an error and response analysis on a hypothetical worksheet.

47. analyze assessment results and report them in a useful manner;

48. compose an interpretive report of assessment data;

49. establish linkages among various types of assessment data and the IEP.

50. distinguish among the areas that are assessed in the monitoring and evaluation of the IEP;

51. discuss ways to monitor and analyze data to evaluate the effectiveness of the IEP; and

52. practice monitoring the IEP.

53. describe the purposes and issues associated with EC assessment;

54. discuss measures to identify developmental problems and corresponding educational interventions;

55. discuss measures and practices used to identify school readiness skills and educational interventions; and

56. describe the critical areas evaluated in family assessment and strategies for assessing the family.

57. describe general components of vocational preparation;

58. discuss areas assessed in vocational and career assessment and select instruments and strategies to assess vocational skills, aptitudes, and interests; and

59. recognize and discuss current practices in college assessment along with the relationship between college assessment and vocational/career assessment.

      ASSIGNMENTS  

READING ASSIGNMENTS

Reading assignments and web sites that correspond with each topic are required.. Students must read the chapter in the textbook and visit the web sites before participating in the online discussion.

   DISCUSSIONS

Participation in online discussions is required for each topic in the course. You may read and post messages in the discussions at anytime of the day. The discussions enable students to interact with each other and to discuss the readings, web sites, and issues related to the topic. Student participation in the discussion is graded, so for specific instructions for each course discussion, read the syllabus and grading criteria for the course in which you are enrolled.

     TOPICAL ASSIGNMENTS

Guided notes, competencies, checkpoints, and/or other assignments are required for each topic. These assignments require students to respond on the basis of readings, web site visits, and information that has been discussed in the online discussions. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

      FINAL EXAM OR PROJECT

A final exam or final project that requires students to apply knowledge to practical situations is required for each course. For specific instruction read the syllabus and grading criteria for the course in which you are enrolled.

INCOMPLETES

Incompletes will be considered only in accordance with UM-D policy which states that a compelling, personal reason must be documented, 70% of the coursework must be completed, and a contract for completion must be secured and filed by the student. The course instructor sets the requirements for completion of the contract.

Additional Readings

1. Bennett, R.E. (1983). Research and evaluation priorities for special education assessment. Exceptional Children, 50, 110-117.
2. Blankenship, C. (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233-238.
3. Brown vs Board of Education of Topeka. (1954). 547 U.S. 483.
4. Balow, I.H., Hogan, T.P., Farr, R.C., & Prescott, C.A.(1986). Metropolitan Achievement Test 6: Language Diagnostic Tests: San Antonio, TX: The Psychological Corporation.
5. CTS/McGraw-Hill. (1985). California Achievement Test. Monterey, CA:Author.
6. Dunn, L.M., & Markwardt, P.C. (1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.
7. Edwards, J. (1989). Test review: Peabody Individual Achievement Test-Revised. Journal ofPsychoeducational Assessment, 7, 264-271.
8. Farr, R.C., Prescott, G.A., Hogan, T.P., & Balow, I.H. (1986). Metropolitan Achievement Tests 6: Reading Diagnostic Tests. San Antonio, TX: The Psychological Corporation.
9. Fuchs, D., & Fuchs, L.S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects. Review of Educational Research, 56, 243-262.
10. Fuchs, D., Fuchs, L., Benowitz, S., & Barringer, K., (1987). Norm-referenced tests: Are they valid for use with handicapped students?. Exceptional Children, 54, 263-271.
11. Hogan, T.P., Farr, R.C., Prescott, C.A., Balow, I.H. (1986). MetropolitanAchievement Test 6: Mathematics Diagnostic Tests. San Antonio, TX: The Psychological Corporation.
12. Johnson, P. (1984). Prior knowledge and reading comprehension testbias. Reading Research Quarterly. 14, 219-239.
13. Kaufman, A., & Kaufman, N. (1985a). Kaufman Test of Educational Achievement . Circle Pines, MN: American Guidance Corporation.
14. Kaufman, A., & Kaufman, N. (1985b). Kaufman Test of EducationalAchievement, Brief Formmanual. Circle Pines, MN: American Guidance Corporation.
15. Kaufman, A., & Kaufman, N. (1985c). Kaufman Test of Educational Achievement, Comprehensive Form manual. Circle Pines, MN:American Guidance Corporation.
16. Lazarus, B.D., & McKenna, M. C. (1996). How special educators assess reading: Some concerns. Reading Psychology.
17. Maddus, G.F., Kellaghan, R., Rawkow, E.A., & King, D.J. (1970). The sensitivity of school measures. Harvard Educational Review.49, 207-230.
18. Markwardt, F.D. (1989). Peabody Individual Achievement Test-Revised.Circle Pines, MN: American Guidance Service.
19. Prescott, G.A., Balow, I.H., Hogan, T.R., & Farr, R.C. (1984). Metropolitan
    Achievement Tests 6: Survey Battery. San Antonio, TX: The Psychological Corporation.
20. Ross, R.P. (1990). Consistency among school psychologists in evaluating discrepancy scores: A preliminary study. Learning Disabilities Quarterly, 13, 209-219.
21. Salvia, J., & Hughes, C. (1990). Curriculum-based assessment: Testing what is taught. New York, NY: MacMillan Publishing Co.
22. Salvia, J. & Ysseldyke, J.E. (1988). Assessment in special and remedial education. Boston, MA: Houghton Mifflin Co.
23. Shanahan, T., Kamil, M.L., & Tobin, A. W. (1982). Cloze as a measure of intersentential comprehension. Reading Research Quarterly, 17, 229-255.
24. State ex. rel. Beattie v. Board of Education of City of Antigo (Wis.).(1919). 172 NW 153.
25. U.S. Department of Education. To assure the free, appropriate public education of all handicapped children. Tenth Annual Report to Congress on the Implementation of
    P.L. 94-142, The Education for All Handicapped Children Act, 1988.
26. Wechsler, D. (1974) Wechsler Intelligence Scale for Children-Revised.New York: Psychological Corporation.
27. Lipson, N.Y., & Wixson, K.K. (1991). Assessment and instruction of reading disability:An interactive approach. New York: Harper Collins.
28. Woodcock, R.W., & Dahl, MN. (1971). A common scale for the measurement of person ability and test item difficulty (AGS Paper No. 10). Circle Pines, MN: American Guidance Service.
29. Woodcock, R., & Mather, N. (1989). Woodcock-Johnson Tests of Achievement Standard and Supplemental Batteries examiner's manual. Allen, TX: DLM.
30. Ysseldyke, J.E., & Shinn, M.R. (1981). Psychoeducational evaluation. InJ.M. Kauffman & D.P. Hallahan (Eds.). Handbook of special education. Englewood Cliffs, NJ. Prentice Hall.

LAST UPDATE: Apr-03

Web site developed and maintained by Belinda Lazarus

Author. This site cannot be duplicated, used for profit, or excerpted without the written permission of the author . The author wishes to thank Realm Graphic's, Graphics Station and Eric's Animated Gifs for the great graphics and the authors of all of the hyperlinks that are included on this page.