EDSP 469: Evaluative Techniques
Prerequisites: EDSP 361 and a minimum 2.5 overall GPA
Credit Hours: (3)
An understanding and application of the foundation of assessment and evaluation related to best special education practice is provided in this course. Students gain the knowledge to select and ethically administer, score, interpret and report results from formal and informal assessment tools used with students with disabilities. This course will also review the legal and cultural contexts of assessment in special education. The emphasis is on identifying areas of educational need in students with disabilities. Diagnostic and informal information is used to formulate written and oral reports and recommendations for teachers and parents.
Detailed Description of Content of Course
This course provides candidates skills in administering educational tests and assessments, assessing a student's level of academic performance, identifying their specific areas of need, and making appropriate educational recommendations. Course topics will include:
鈥n understanding and application of the foundation of assessment and evaluation related to best special education practice, service delivery, and curriculum and instruction of students with disabilities.
鈥thical considerations in testing students
鈥eview of the legal regulations
鈥eview of Special Education regulations
鈥verview of intellectual and achievement estimates
鈥actors that may influence assessment findings such as cultural, behavioral, and learning diversity along with understanding how certain instruments may contain a cultural bias.
鈥 general knowledge of measurement theory and practice, including validity, reliability, norming, bias, sensitivity, and specificity
鈥nowledge of the Virginia accountability system, assessment options, and procedures for participation for students with disabilities.
Detailed Description of Conduct of Course
This course is conducted with an emphasis on practice administration with school-aged students and scoring of standardized instruments and a criterion referenced test, written diagnostic reports, simulated parent conferences and cooperative learning problem solving activities. It also includes videos, lectures, journal articles and text reading and interpretation and discussion.
Goals and Objectives of the Course
Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum, Individualized Independence Curriculum, and Deaf and Hard of Hearing.
1.Upon completion of this course the student will demonstrate understanding of/ability to:
2.Identify and describe tasks involved in an educational evaluation, including screening, pre-referral, referral, and classification, along with the basic terminology used in assessment and the specialized terminology used in the assessment of individuals with disabilities and individuals who are deaf or hard of hearing.
3.Identify the definitions and issues related to the identification of individuals with disabilities, including the procedures for early identification of young children who may be at risk for disabilities.
4.Discuss issues, laws, policies, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services, ethical considerations, and influences of diversity related to assessment, eligibility, and placement of individuals with disabilities including those who are deaf or hard of hearing.
5.Demonstrate a general understanding of measurement theory, practice and its limitations.
6.Administer, score, and interpret nonbiased norm-referenced (formal) and curriculum-based measures (informal assessments) and use exceptionality-specific assessment instruments with individuals with disabilities.
7.Identify, develop and administer appropriate specialized assessments that allow for all forms of expressions and select appropriate accommodations and modifications appropriate for individuals who lack typical communication and performance abilities.
8.Collaborate with colleagues to administer, interpret and use data for decision making about student assessment, instruction, intervention and evaluation for individual and groups of students.
9.Demonstrate the ability to work professionally with school personnel, parents, and students with disabilities, including assessing student achievement, planning instruction, and implementing programs to address the strengths and needs of individual learners, and understand family systems and the role of families in the educational process, and collaborate with families and others in assessment of individuals with disabilities.
10.Demonstrate the ability to integrate informal and formal evaluations in a written report with educationally relevant recommendations addressing the strengths and needs of students, and/or suggest appropriate modifications in learning environments.
11.Report and explain assessment results to all stakeholders (students, administrators, teachers and other educators and parents/guardians) using effective communication skills.
12.Evaluate instruction and monitor progress of student learning including formative and summative assessments to inform progress monitoring and data-based instruction.
Assessment Measures
Assessment measures may include, but are not limited to:
鈥ritten exams
鈥ndividual performance assessment with student
鈥ritten diagnostic reports based on diagnostic assessments
鈥riting activities and group problem solving
Other Course Information
None
Review and Approval
Revised April, 2009
Revised January 2020