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SPE 222 |
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SPE 222 Assessment Techniques for Diverse Learners Spring 2007 Time: M-W 1-2:15 DESCRIPTION OF THE COURSE: Presents techniques and methods of administering formal and informal assessments. Students analyze learning tasks in visual, auditory, motor, language and behavioral areas. Students examine and practice tying I.E.P./I.F.S.P. process to assessment. Writing appropriate instructional strategies, goals and materials to implement objectives based on analysis of learning tasks and instructional needs are presented. Current research regarding effective assessment and remediation strategies is presented. Appropriate use of instructional technology is integrated into instruction of content and pedagogy. Prerequisite: SPE220. STUDENT OUTCOMES: Upon successful completion of written assignments, periodic exams, opportunities for discussion and demonstration, the student will be able to: Demonstrate an understanding of assessment, diagnosis, and evaluation of learners with mild and learners with moderate disabilities, and be able to apply the concepts, principles, and processes, including being able to: 1. Demonstrate knowledge of basic terminology, legal provisions, regulations, and program standards regarding assessments of individuals and be able to articulate ethical concerns related to assessment; 2. Describe guidelines for students participation in group district-wide standardized achievement assessments, including the use of necessary accommodations and/or alternative assessments; 3. Identify typical procedures used for screening, pre-referral, referral, and classification; 4. Demonstrate knowledge of legal provisions, regulations, and program standards regarding unbiased assessment and use of instructional assessment measures; 5. Demonstrate knowledge of specialized terminology used in the assessment of students; 6. Identify conditions and assessment instruments that ensure maximum performance of students; 7. Use appropriate assessment instruments for the identification of students; 8. Identify appropriate use, applications, interpretations, and limitations of various types of assessment instruments 9. Use collaborative strategies in collecting background, assessment, and performance information from parents and a variety of other sources; 10. Design, implement, and evaluate individualized assessment; 11. Adapt and modify, as appropriate, existing assessment tool and methods to accommodate the unique abilities and needs of students; 12. Develop and use individualized technology plans based on specific assistive technology assessment; 13. Assess using valid and reliable method (s) of response of individuals who lack typical communication and performance abilities; 14. Demonstrate the ability to use appropriate communication skills when using, interpreting, and reporting the results of informal and formal assessment; 15. Describe various methods of collecting data used in documenting process; 16. Create and maintain educational records, including alternate assessments; 17. Demonstrate knowledge of the terminology and procedures used in adaptive behavior and life skills assessment; and 18. Use results of performance-based measures and specialized evaluations to make instructional decisions for students. (RULE 24 006.60C 1-18) REQUIRED TEXTS: Campbell Hill, B. & Ruptic, C. (1994). Practical Aspects of Authentic Assessment: Putting Pieces Together. Christopher-Gordon Publish. COURSE REQUIREMENTS/ASSIGNMENTS: 1. Focus Observations (100 pts) a. Student role/behavior during formal assessment (include modifications for achievement) b. Teacher role/ behavior during formal assessment (include discussion of justification for modifications) 2. Develop a Case study including:
3. Other assignments’ including quick writes, reflections on speakers and participation. (100 pts) 4. Tests (3) (total 300 pts)
5.
Midterm Presentation of
assessment material (100 pts) 6. Teacher interview on Assessment of IEP goals (50 pts) 7. Response to Intervention paper (50 pts) Grading Scale A= 93%-100% 930-1000 pts B= 84%-92% 840 –929 pts C=71%-83% 701-839 pts D= 70%-61% 700-610 pts F=Below 60% 609 pts or below EVALUATION PROCEDURES AND GRADES: 1. Participation in class discussion and projects. As expected, attendance is an important part of participation. It will also be essential that reading assignments be completed in order to fully understand class lectures and discussions. Absences and punctuality will be considered in assessing acquisition of knowledge, skills and values. Missing class can jeopardize your grade. Each absence may lower your grade by 2%. If you are absent three times from class, the instructor has the option to drop you from class or your grade will automatically be lowered by one letter grade. Exceptions may be made at the discretion of the instructor. 2. Written Assignments: These assignments help to demonstrate your understanding of concepts presented in class. All late work will be docked 10%. No work will be accepted if turned in later than 1 week of due date. OTHER CONSIDERATIONS: Academic Assistance: CSM seeks to maintain a supportive academic environment for students with disabilities. If you have a disability and need accommodations to succeed in this course, please contact me to verify that the required documentation is filed with the Academic Affairs Office and that an accommodation plan is in place. Please remember that the law places the responsibility on you, the student, to notify the College of your disability and to request information. If you have a certifiable learning or physical disability and require special accommodations, please call and make an appointment with Jennifer Yarns in the Achievement Center ADA office at 399-2366. Considerable lead-time is required for accommodations, so it is important that your request is received in the Achievement Center ADA office as early in the semester as possible. Please note: your request will be handled confidentially. Academic Honesty: All forms of dishonesty and misconduct including cheating, plagiarism, forgery, knowingly furnishing false information to the instructor, and intentional disruption or obstruction of learning or teaching will not be tolerated. At the professors discretion these acts will result in a failing grade for the course and a letter regarding the behavior will be filed with Academic Affairs and Student Affairs offices. All work should be your own and must represent new work prepared specifically for this class. LAPTOP POLICY: Laptop use in classrooms creates new and exciting possibilities for teachers and students when used appropriately. Please use your laptop ethically and for educational purposes and activities permitted by the instructor. Unacceptable uses include: instant messaging, e-mailing, unassigned Internet browsing, game-playing and completing homework for other classes. Violations of this request will result in withdrawal of permission to use the laptop in this class and may affect your grade in the course. QUALITY WORK: Assessment of the quality of your written and oral expression will be included in the evaluation of your work. All written work is to be typed, double spaced, and must include correct grammar, form, punctuation, and spelling. All sources must be cited with complete bibliographic references. (APA Format). You will use technology skills to explore resources and make lessons plans, class presentations, and a web page. All written papers should be turned in electronically and in paper copy formats. Work maybe checked through Turn It In Software. Assessment of the quality of your written and oral communication skills will be included in the evaluation of your work. These two skills are professionally very important for teachers. All written work is to be typed, double spaced, and must include correct grammar, form, punctuation and spelling. All sources must be cited with complete bibliographic references. (See APA guide) You will use technology skills in this class to explore resources and create activity plans, training, and for class presentations. Declaration of Open Discourse In the spirit of intellectual inquiry, College of Saint Mary is committed to the exchange of diverse ideas and viewpoints. In this environment, honest discourse is valued; demeaning remarks are not tolerated. Each member of the campus community is encouraged to:
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