The University of Tennessee at Martin Department of Educational Studies Spring 2010

Transcription

1 The University of Tennessee at Martin Department of Educational Studies Spring 2010 Instructor: Dr. Crystal Whitlow Office: 205M Gooch Hall Phone: (731) Office Hours: M 3-5; T 4-6; F 11-3 Text: Assessment in Special and Inclusive Education by Salvia & Ysseldyke, 10 TH ed (2006) ISBN: I. COURSE NUMBER AND TITLE Special Education 437/637 Section 001 Assessment of Students with Exceptionalities II. SEMESTER CREDIT HOURS 3 semester credit hours/ 45 clock hours III. CATALOG DESCRIPTION The purpose and how to administer, score, and interpret each test instrument. Assembly of a case study to aid in the diagnosis and treatment of the learner. Prereq: Admission to Teacher Education, SPED 300. IV. RATIONALE Assessment (diagnosis & evaluation) is a systematic process that plays a significant role in quality teaching. Without the use of good assessment procedures and instruments such as local and standardized tests, teachers cannot know whether effective learning has occurred nor can they effectively design and use appropriate instructional strategies that help students learn. Student assessment plays a critical role in the identification of a student's academic strengths, weaknesses, and the planning of their educational program. A student must be evaluated before receiving special services. VI TEACHER EDUCATION MODEL The UTM Teacher Education Model is designed to develop teachers who facilitate learning by engaging in methods and strategies, which can transform students from passive recipients of information to active participants in their own intellectual growth. The faculty is committed to providing teacher candidates with a variety of experiences to increase understanding, skills, and dispositions in working with students of diverse culturally backgrounds, exceptionalities, and varying learning styles. The faculty also view technology as an integral component of the teacher education program and believe candidates should - 1 -

2 know how to enhance learning through the use of a wide variety of materials including human and technological resources. Therefore embedded and intertwined among the components of the conceptual framework are the commitments to diverse learners and the use of technology and assessment as pedagogical tools to enhance student learning. The UTM Teacher Education Program is based on a conceptual framework that has been derived from current research and best practice. The following three key components represent a compilation of expectations an Educator as a Facilitator of Learning is expected to develop: VI GOALS/OBJECTIVES Knowledge: Knowledge, Skills, and Application Reflective Practice Professional and Ethical Behavior 1. To make students aware that the assessment and education of children with exceptionalities is a federal mandate as a result of PL and PL (CF SPED Core: 1.1, 1.2, 1.4; 2.2; 5.3; 8.1, 8.2; 9.3; 10.1, 10.4, 10.5)(CF SPED K-12: 1.1, 1.4; 2.2; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 2. To increase the student's understanding of the role of planning for the education of students with exceptionalities (CF SPED Core: 1.1, 1.2; 2.1, 2.2; 5.3; 8.1, 8.2; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 2.2; 4.4; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 3. To understand the relevance of collecting a wide range of assessment information about each student so planning becomes more effective (CF SPED Core: 1.1, 1.2; 2.1, 2.2; 5.3; 8.1, 8.2; 9.3; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 1.1; 2.2; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 4. To recognize the importance of the developmental interactive approach to screening and assessment of infants and young children (CF SPED Core: 1.1, 1.2, 1.4; 2.1, 2.2; 5.3; 8.1; 9.3; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 1.1; 2.2; 4.4; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 5. To recognize that students with disabilities come from a variety of cultures, languages, ethnicities and socioeconomic classes. They seek to understand how primary language, culture, and familial backgrounds interact with the individual s exceptional condition to impact the students approaches to learning. (CF Core: 3.1, 3.2; 5.1; 8.1, 8.2, 8.3; 9.1, 9.3; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 1.5; 2.2; 3; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) Skills & Application 1. The student will demonstrate an understanding that a "single" test instrument is not satisfactory data upon which to place or remediate a student with exceptionalities by planning a comprehensive assessment plan (CF SPED Core: 1.1; 2.2; 5.3; 8.1, 8.2; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 1.1; 5.3; 7; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) - 2 -

3 2. The student will demonstrate an understanding of procedures for evaluating the educational program using appropriate measures (CF SPED Core: 1.1; 2.2; 4.4, 8.2; 9.3) (CF SPED K-12: 1.1; 7; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 3. The student will demonstrate a knowledge of the purpose, administration, scoring, and interpretation for each of the instruments studied and apply the knowledge to a written case study on an individual (CF SPED Core: 1.1, 1.2; 2.1, 2.2; 5.3; 8.1) (CF SPED K-12: 1.1; 7; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 4. The student will be able to explain the basic measurement and evaluation concepts, principles, and issues. (CF SPED Core: 1; 4.4; 8.1, 8.2) (CF SPED K-12: 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 5. The student will be able to judge the quality and utility of an educational assessment measure and interpret correctly the results it produces. (CF SPED Core: 1; 2; 4.4; 5.3; 8.1, 8.2) (CF SPED K-12: 1.1; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 6. The student will be able to construct and administer a classroom test and analyze its results. (CF SPED Core: 1.1; 2.2; 4; 4.4; 8.2; 9.3) (CF SPED K-12: 1.1; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 7. The student will be able to find, evaluate, and select relevant standardized assessment measures and interpret their results (CF SPED Core: 1.2; 2.1, 2.2; 8.2) (CF SPED K-12: 1.1; 5.3; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) Disposition 8. To recognize the responsibility of ensuring that students be evaluated by qualified personnel (CF SPED Core: 1; 3.4; 5.3; 8; 9; 9.3; 10.1, 10.4, 10.5) (CF SPED K-12: 1.1; 8.1, 8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) 9. The student will be able to understand the impact of testing on the self-esteem of the child with special needs (CF SPED Core: 1; 2.1, 2.2; 5.3; 8.2; 9.3) (CF SPED K-12: 8.1,8.2, 8.3, 8.4) (CF SPED P-3: 8.1, 8.2, 8.3, 8.4) VI. COURSE CONTENT ACTIVITIES The student will be able : 1. To define the term "assessment" versus testing 2. To discuss the historical context of special education and testing. 3. To discuss the history of the testing movement from Alfred Binet to the present. 4. To define the five types of tests found in our society today. 5. Examination of textbook material: Assessment Dilemmas, Terms and Concepts, Selection of Assessment Tools and Techniques, Testing instruments and Devices in the Process of Assessment, Other Tests, Assessment Tools, Application of Assessment Information, and Writing Student Assessment Reports

4 6. To define the meaning of the Buckley Amendment. 7. To define the meaning of PL , PL and section The students will demonstrate the ability to learn the proper name, range, forms if applicable, purpose, and how to interpret tests of Intelligence: Stanford-Binet, Wechsler Scales (WAIS, WISC- III, WPPSI,-R, WASI), TONI, PPVT-III. 9. The students will demonstrate the ability to learn the proper name, range, forms if tests of Academic Achievement: WCJ-III, WRAT3, WIAT, Terra Nova, Gateway, Brigance. 10. The students will demonstrate the ability to learn the proper name, range, forms if Developmental Inventories: Battelle, Brigance 11. The students will demonstrate the ability to learn the proper name, range, forms if Reading Inventories: BSI, CRI, GORT, Slosson. 12. The students will demonstrate the ability to learn the proper name, range, forms if Tests of Mathematics: Key Math-Revised, STAR Math. 13. The students will demonstrate the ability to learn the proper name, range, forms if tests of Oral and Written Language: TOAL-3, TOWL. 14. The students will demonstrate the ability to learn the proper name, range, forms if Behavior Rating Scales: ADDES-2, ASIEP, BASC. 15. The students will demonstrate the ability to learn the proper name, range, forms if scales of adaptive behavior: VABS, ABI. 16. The students will be instructed in the use of Portfolio Assessment. 17. The student will be instructed in the proper construction and use of Teacher-made tests of achievement. 18. The student will be able to convert raw scores into standard scores and percentiles 19. The student will type-up their case study on a school age child (5-12 years of age) utilizing the case study model handout presented by the instructor

5 20. The student will be able to define the three most common types of reliability and validity. VII. EVALUATION PROCEDURES A. Examinations: There will be a mid-term and final examination given to all students. The examinations will cover the purpose, forms, age ranges, administration procedure, scoring procedure, and interpretation for each instrument. In addition, assigned textbook material will be examined. (100 points each= 200 points.) B. In-class assignments and activities, and quizzes. (100 points) C. Assessment Review Project (100 points) The project is to be designed by the student to fit the student s current interests. This review will be a minimum of 5 pages long (not including cover page and references), double-spaced, APA format, and include a minimum of 3 references. Points will be deducted for writing, grammar or spelling errors. All papers should be word-processed and submitted with provided assignment link- NO HARD COPIES. The student will turn his/her paper into a Power Point presentation to present to the class AFTER the paper has been graded. This paper will include the following information: Overview of Test and who and what it is designed to test (5 points) Description of Test and Subtests (15 points) Scores (5 points) Norms (5 points) Reliability (5 points) Validity (5 points) Reviews (a minimum of 2) (25 points) Your assessment-was it easy to learn? How long did it take? Was the manual userfriendly? Do you think this test would be useful? For whom and in what situations? After reading the reviews would you recommend this test? Why or why not? (25 points) References/ APA format (10 points) Where to Find References on Tests (1) Test Manual (2) Assessment Textbook: Salvia, J. & Ysseldyke, J.E.. Assessment. (10th Edition) (3) Tests in Print* (4) Mental Measurements Yearbook* - 5 -

6 Presentation of Tests (100 points): Presentation of Test as mentioned above. Graduate students will be expected to review 2 tests and present on these A. Test Administration (200 points): Each student will administer 4 assessments: 1) WCJ; 2) A test of language/reading; 2) Math Assessment; 4) Assessment of choice. These are 50 points each. Grading: Exams 100ea) 200 In-class work/quizzes 100 Test Review 100 Test Presentation 100 Test administration 200 Attendance 100 Possible 800 Grading: A= B=86-92 C=77-85 D=70-76 Graduate Students will be responsible for the above assignments AND will meet with the professor within the first 2 weeks of class to agree on an additional project to meet the graduate level requirements for this class. Taken into consideration will be the student s current level of achievement in the subject area as well as student interest and professional goals. Attendance is mandatory. Much of what is learned takes place within the class and much learning occurs that may not be on a test. Since the professor is certain that a student would not miss class unless it is unavoidable, notes from doctors and explanations for absences are not necessary. Excessive absences will negatively impact your grade! Please note that points for attendance are part of your grade. You may make up missed quizzes during regular office hours within one week of the missed class.. VIII. TEXTBOOK(S) Salvia, J., & Ysseldyke, J. (2006). Assessment in special education and inclusive education (10TH ed.). Boston, MA: Houghton Mifflin. IX. OTHER RESOURCES Alberto, P. A., & Troutman, A. C. (2003) Applied behavior analysis for teachers. Columbus, OH: Merrill. Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, R C. (2002). Over-Identification of students of color in special education: A critical overview. Multicultural Perspectives, 4(1), Connor, M. H., & Boskin, J. (2001). Overrepresentation of bilingual and poor children in special education classes: A continuing problem. Journal of Children & Poverty, 7(1),

7 Coutinho, M. J., & Oswald, D. P. (2000). Disproportionate representation in special education: A synthesis and recommendations. Journal of Child and Family Studies, 9(2), Donovan, M. S., & Cross, C. T. (2002). Minority Students in Special and Gifted Education. National Research Council, Washington, DC: National Academy Press, pp Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and Special Education, 27(1), Harry, B., & Klinger, J. [2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press. Individuals With Disabilities Education Improvement Act (IDEA) of 2004 {20 U.S.C et seoj. (2004). Losen, D. J., & Orfield, G. (2002). Racial inequality in special education. Cambridge, MA: Harvard Education Press. Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. Journal of Special Education, 32(4], Patton, J. M. (1998). The disproportionate representation of African Americans in special education: Looking behind the curtain for understanding and solutions. The Journal of Special Education, 32(1), Patton, J. M., & Townsend, B. L. (1999). Ethics, power, and privileges: Neglected considerations in the education of African American learners with special needs. Teacher Education and Special Education, 22(4), Reschly, D. J. (1988). Minority MMR overrepresentation and special education reform. Exceptional Children, 54, Turnbull, H. R. (2005). Individuals With Disabilities Education Act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 26(6), Witt, J. C., E. M. Daly, et al. (2000). Functional Assessments: A Step-by-Step Guide to Solving Academic and Behavior Problems. Longmont, CO, Sopris West. X. PREREQUISITES Admission to teacher education; SPED300 XI. FACULTY TEACHING COURSE Cris Whitlow - 7 -

8 XII. PROGRAMS IN WHICH COURSE IS REQUIRED This course is in the special education course sequence for certification. Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from Student Academic Support Center within the first two weeks of the semester