SPED 606 - Assessment: Mild Moderate Support Needs

Units: 4
Presentation and application of assessment practices that consider the diverse backgrounds and needs of students being assessed and the nature of information being gathered. Includes formal and informal assessment practices, analysis of data, IEP goals, instructional planning, and service delivery.

Prerequisites: Admission to M.S. Special Education program.
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Define key assessment concepts and terminology and identify the steps in the assessment process and roles that parents, students and professionals play on the multidisciplinary assessment team.
Demonstrate knowledge and skills in assessment techniques and tools appropriate for individuals with diverse backgrounds and varying language, communication and cognitive abilities.
Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, field based learning, peer mentoring, shared intellectual experiences.
Demonstrate knowledge of the laws, ethical considerations, and procedures relating to the assessment of students with special needs writing -to -learn, performances, demonstrations and presentations, research experiences.
Critically examine current issues and trends in assessment and develop a personal philosophy regarding assessment.
Writing -to -learn, diverse and global perspectives, problem-based learning, peer mentoring, shared intellectual experiences.
Demonstrate skill in evaluating, selecting, administering and interpreting assessment devices including criterion referenced, curriculum based assessment, progress monitoring and processes in terms of a range of socio-economic, disability, cultural and linguistic considerations.
Collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, performances, demonstrations and presentations.
Critically evaluate assessment instruments to ensure their reliability, validity, and appropriateness for the students to whom they are administered.
Research experiences, writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback.
Recognize that the term “assessment” includes not just testing, but rather encompasses a broad spectrum of activities to gather data to identify student’s strengths, interests and needs.
These activities may include: observations, work samples, interviews, and formal/informal tests. Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations.
Demonstrate the ability to gather and use assessment information to identify student’s strengths and needs as required on an individual educational plan, individual transition plan, or behavior intervention plan.
Writing -to -learn, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, peer mentoring, shared intellectual experiences.
Produce professionally written assessment reports on all cases tested.
These assessment reports will include background information, observations, test results, interpretations and fully integrated rationale with summary and recommendations specifically related to curriculum areas.
Writing -to -learn, diverse and global perspectives, collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, peer mentoring, shared intellectual experiences.