SPED 4/502
Old Dominion University
Darden College of Education
Department of Communication Disorders and Special Education
SPED 402/502: Instructional Design I: Learner Characteristics and Assessment
Semester: XXXX
Course Number: SPED 402/502 (CRN XXXX)
Course Title: Instructional Design I: Learner Characteristics and Assessment
Instructor: TBA
Course Location: TBA
Office Location and Office Hours: TBA
Mission Statement of the Darden College of Education
The Educator as Professional theme embraced by the Unit is an expression of what candidates
can expect to obtain from their academic experience. It reflects the culmination of the Unit’s
purpose, to prepare teachers, other school professionals (school counselors and speech
professionals), and educational leaders who have knowledge of their teaching disciplines, the
ability to provide state-of-the-art instruction to students of various cultural and socioeconomic
backgrounds, and who demonstrate attitudes which promote commitment to teaching and
learning, as well as lifelong professional growth and development.
Course Description
1
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The intent of this course is to provide pre-service and provisionally licensed teachers with: (a)
knowledge of the characteristics of students with mild disabilities who are accessing the general
curriculum, K-12, including, but not limited to, LD, ED, and ID, and (b) the ability to develop
knowledge and skill in the selection, administration, scoring and interpretation of
standardized/norm-referenced assessments of exceptional learners. Administering formal and
informal assessment tools for the development of an IEP are emphasized. The use of assessment
data to improve evidence-based instruction and student performance is discussed. (Lecture 3
hours; 3 credits.) Prerequisite: SPED 400/500.
Purpose
The purpose of this course is to develop the assessment skills of professional special educators
by providing educators with opportunities to utilize recommended evidence-based practices in
assessment, scoring, writing, and development of individual educational assessment reports.
Emphasis is on assessment in the curricular areas of reading, mathematics, and general
achievement.
Course Competencies
Upon successful completion of the course, students will demonstrate the following skill
competencies in assessment and curriculum development:
1.
Demonstrate ability to use appropriate instructional and assessment accommodations
and modifications, including ethical principles and responsibilities in the assessment
of individuals with disabilities.
2.
Demonstrate an understanding and application of the foundation of assessment and
evaluation related to service delivery, curriculum, instruction and best special
education practice for students with disabilities.
3.
Demonstrate the ability to monitor student progress, including student performance
measures in grading practices and grading modifications.
4.
Demonstrate an understanding of the principles of learning, the application of skills in
discipline-specific methodology, and teaching methods appropriate for exceptional
students, including gifted and talented and those with disabling conditions.
5.
Demonstrate ability to gather and interpret relevant background information
regarding factors that may influence assessment findings and learning needs such as
cultural, behavioral, and learning diversity.
6.
Demonstrate and understanding of the characteristics and effects of cultural and
environmental milieu of the individual with exceptional learning needs and the
family.
7.
Demonstrate ability to administer, score and interpret information from nonbiased
formal and informal assessments, including commonly used individual and group
instruments such as norm-referenced, criterion-referenced, and curriculum-based
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measures as well as task analysis, observation, portfolio, and environmental
assessments.
8.
Demonstrate ability to select and use appropriate technology, including media and
computers, to conduct assessments and promote student learning.
9.
Demonstrate ability to develop or modify individualized assessment strategies.
10.
Demonstrate an understanding of the historical, philosophical, and sociological
foundations of the instructional design based on assessment data and the relationships
among assessment, instruction and measuring student progress.
11.
Demonstrate ability to use assessments for screening, prereferral, referral and
classification procedures for individuals with exceptional learning needs, including
those from culturally and/or linguistically diverse backgrounds.
12.
Demonstrate the ability to use assessment information in making eligibility, program
placement and program evaluation decisions for individuals with exceptional learning
needs, including those from culturally and/or linguistically diverse backgrounds.
13.
Demonstrate ability to evaluate instruction, monitor progress and evaluate progress of
individual students with learning needs and to make responsive adjustments to
instruction based on continual instruction.
14.
Demonstrate ability to create and maintain records as well as maintain confidential
communication about individuals with exceptional learning needs.
15.
Demonstrate ability to evaluate assessment instruments in terms of appropriateness,
limitations, reliability, and validity.
16.
Demonstrate ability to collect and synthesize assessment information, including both
formal and informal measures to make decisions regarding how to improve
instructions and student performance.
17.
Demonstrate ability to communicate assessment information and results effectively to
all stakeholders in verbal, nonverbal and written forms using basic assessment
terminology.
18.
Demonstrate ability to foster respectful and beneficial relationships between families
and professionals while planning and conducting collaborative conferences with
individuals with exceptionalities and their families.
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19.
Demonstrate an understanding of the types and importance of information concerning
individuals with disabilities available from families and public agencies.
20.
Demonstrate ability to generate educational recommendations based on assessment
information and to use performance data and information from all stakeholders to
make or suggest modifications in assessment and learning environments.
21.
Demonstrate ability to collaborate with school personnel and community members in
integrating individuals with exceptionalities into various settings
22.
Demonstrate an understanding of national, state or provincial and local curricula
standards and conduct professional activities, such as referring and determining
placement for individuals with disabilities, in compliance with applicable laws and
policies.
23.
Demonstrate knowledge of available resources in the referral process for additional
assessment in specific areas.
24.
Demonstrate skill in analyzing errors and error patterns for purposes of placing
students according to stages of learning and corresponding intervention strategies.
25.
Demonstrate ability to identify student development characteristics, learning styles,
motivational factors and educational implications of characteristics displayed by
students with various exceptionalities and how to communicate these characteristics
to various school personnel.
26.
Demonstrate ability to integrate and form relationships between assessments, daily
instructional decision-making, and the monitoring of student progress.
27.
Demonstrate ability to construct and interpret valid assessments using a variety to
formats in order to measure student attainment of essential skills in a standards-based
environment.
28.
Demonstrate skill in analyzing errors and error patterns for purposes of placing
students according to stages of learning and identifying corresponding intervention
strategies.
29.
Demonstrate knowledge of definitions, characteristics and learning, and behavioral
support needs of students with disabilities who are accessing the general education
curriculum at the elementary, middle and high school levels.
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Required Text
Overton, T. (2009). Assessing learners with special needs: An applied approach
(6th ed.). Upper Saddle River, NJ: Merrill Pearson.
Recommended Text
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Other materials will be provided on Blackboard and may be downloaded.
Special Education Program Portfolio
All approved teacher education programs at Old Dominion University require a professional
portfolio for successful completion of internship. For students in the special education program,
the portfolio provides a personal tool for reflecting upon teaching knowledge, skills, and
dispositions in order to improve instructional outcomes. The portfolio you develop during your
teacher education program is an evolving collection of pedagogical work in courses and
practicum experiences that will help document learning, growth, and development over time.
An asterisk (*) indicates course assignments (artifacts) that students collect as skill-based
evidence of growth as a reflective professional educator. Students are required to keep a revised
paper copy and disk of each of these permanent product(s). Students may refer to the following
web site for additional information on portfolios: http://education.odu.edu/SPED .
LiveText Requirements
All individuals seeking admission into any Teacher Education Program upon
enrolling/registering for their first education class are required to purchase LiveText, the webbased Portfolio Assessment System approved by the Teacher Education Council. The purchase
and/or use of LiveText (Approved Web-based Portfolio Assessment system) are required for this
course. This must be purchased either from ODU bookstore or at http://c1.livetext.com. You do
NOT need the subscription with Unitedstreaming. Make sure to register with your official ODU
name and your UIN.
Teacher Candidate Dispositions at Old Dominion University
Teachers and other school professional candidates at ODU are expected to demonstrate
behaviors that are indicative of the following dispositions characteristic of effective educators
throughout their program. Candidates understand that they must adequately and consistently
demonstrate these dispositions in order to maintain good standing in their Teacher Education
program at Old Dominion University. The candidate shows a disposition toward and
commitment to each of the following:
1. Attends functions when required (punctual)
2. Maintains a professional appearance
3. Solicits feedback from others
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4. Adjusts behavior based on professional feedback
5. Communicates effectively orally (articulate, animated, few grammatical errors)
6. Communicates effectively in writing (clear organization of ideas, few misspelling and
grammatical errors)
7. Demonstrates sensitivity to others’ feelings and opinions (e.g., diplomatic)
8. Participates with others in a collaborative manner
9. Treats others with respect
10. Provides information to all constituents in a professional and timely manner
11. Demonstrates a commitment to remain current in knowledge of subject area content
12. Demonstrates knowledge about my teaching subject area
13. Participates in professional development activities that represent subject area currently or
in the near future
14. Enjoys working with diverse (i.e., special education, gifted, at-risk, minority, etc.) PreK12 learners.
15. Demonstrates effective decision-making and problem-solving skills
16. Displays excitement about teaching subject area
More information about the Policies and Procedures for Assessing Teacher Candidate
Dispositions at Old Dominion University can be found at
http://education.odu.edu/tes/pages/forms1.shtml
Course Requirements: SPED 402 and SPED 502 candidates will have the same
assignments. Course differentiation will be on the two exams.
Course Requirements/Evaluation Procedures
1) Exams
(2) Midterm, 20 pts & Final, 25 pts
45points
2) Case-based Learning
(5)
2 points each
10 points
3) a. Assessment project
(1)
25 points
25 points
b. Assessment Critique
(1)
10 points
10 points
4) Article Reviews
(2)
5 points each
10 points
Total 100 points
1. Exams. There will be a midterm and a final exam. Midterm is worth 20 points; final is 25
points. Exams will include information from notes, lectures, and information from text.
Candidates in SPED 502 will have exams that include essay questions.
2. Case-based learning. Students will participate in a series of in-class case-based activities
designed to assist the transfer from theory to practice. There will be 5 case studies. The
maximum point value for the case studies is 10 points. In order to earn all 10 points, students
must complete all case studies by the due date listed. All case studies may be submitted together.
Peers may not submit cases for their classmates who may be absent. There will be no exceptions
due to absences on this assignment. Each case-based activity is worth 2 points.
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3. Assessment project.* Note: This is a LiveText Assignment for submission to
www.livetext.com. Please refer to LiveText Requirements for further explanation.
Each candidate (SPED 4/502) will select one individual child, youth, or adult to complete a
series of outcomes/products. The child or youth cannot be enrolled at the school you are
employed. This is due to “permission to test” protocol. Please use your own child, neighbor,
friend, relative, or significant other.
a. Administration of one formal academic assessment instrument. Students must
give one of the following assessments. These assessments are available at your site. If
you are employed at a school, candidates may use testing instruments from the school.
Key Math Diagnostic Assessment
Peabody Individual Achievement Test
Woodcock Reading Mastery Test
Woodcock-Johnson Tests of Achievement
Kaufman Test of Educational Achievement
Assessment results must be scored, the protocol fully completed and submitted, and the
interpretation must be reported in appropriate LiveText forms, including table and
narrative. This project is worth 25 points; 20 points for the report plus 5 points for the
protocol, which is due on the same date but may be submitted separately in class.
b. Assessment Critique*. Students will complete a critique of one other assessment tool
from the list above and submit it via LiveText. The assessment critique will address the
following: a) identify the intended assessment audience, b) the purpose of the tool, c)
standardization, validity, reliability information, d) discuss administration and scoring,
and e) general impressions of strengths and weaknesses of this tool for the targeted
audience. Critique is worth 10 points.
4. Article Reviews (2) 5 points each– Candidates will read two scholarly, peer-reviewed journal
articles focused on disabilities and assessment. Article reviews will be limited to two pages
and will include the following topics: a) article review one will focus on high stakes
assessment in education, and b) article review two will focus on assessment of one of the
thirteen disabilities categories. See rubric for details.
a.
b.
c.
d.
The purpose of the article
The reader’s critique of the article
The reader’s opinion of the research to practice application of the article
Article review written in APA publication style format (e.g., cover page, headings, in-text
citations, reference page)
e. 12 pt font should be used with 1 inch margins, double-spaced typed text
Accommodating Students with Special Learning Needs
In accordance with University policy, a student who wishes to receive instructional
accommodations because of a documented disability, must register with Office of Educational
Accessibility and inform the instructor.
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Attendance
Attendance and participation are essential components of this class. Participation and interaction
is expected. University policy considers excessive absences to be two (2) or more missed classes.
While not required, it is common courtesy to inform the instructor if you are planning to be
absent or if you need to leave class early.
Withdrawal
A syllabus constitutes a contract between the student and the course instructor. Participation in
this course indicates your acceptance of its teaching focus, requirements, and policies. Please
preview this syllabus and the course requirements as soon as possible. If you believe that the
nature of this course does not meet your interests, needs, or expectations, if you are not prepared
for the amount of work involved-or if you anticipate that the class meetings, assignment
deadlines or abiding by the course policies will constitute an unacceptable hardship for you-you
should drop the class by the drop/add deadline, which is located in the ODU Schedule of Classes.
Grading
The point schedule represents a quantitative measure of learner performance. More subjective
qualitative aspects (e.g., weekly preparedness, attendance, participation) will be taken into
account in the assignment of a final grade.
Undergraduate Credit
Graduate Credit
A
93 – 100
A
93 – 100
A90 – 92
A90 – 92
B+
86 – 89
B+
86 – 89
B
83 – 85
B
83 – 85
B80 – 82
B80 – 82
C+
76 – 79
C+
76 – 79
C
73 – 75
C
73 – 75
C70 – 72
C70 – 72
D
60 – 69
F
< 70
F
< 60
Please note: The grade option of D is not used at the graduate level. All assignments and
presentations of graduate students are expected to be at a level commensurate with the high
expectations of the University for its graduate level students. As this is a senior level (402) and
graduate course (502), candidates should demonstrate a degree of independence and
responsibility in fulfilling course requirements. Students will be evaluated in relation to both the
quality and quantity of their efforts.
Policies
Policy on Technology:
Students enrolling in Distance Learning classes must have an email account at ODU.
Students must possess minimum computer literacy skills, including the ability to send and
receive attachments via email.
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Policy on emails:
Students who email instructors Monday-Thursday may ordinarily expect a response within 48
hours. Students who email Friday-weekend may ordinarily expect a response by 5 p.m. Monday.
Policy on Assignments:
Students are responsible for retaining an original hard copy of all course assignments, including
those sent to the main university campus (ODU).
Policy on Classroom Disposition:
Students shall comply with Old Dominion University’s educational mission. Students are
expected to conform to rules of classroom decorum and inform the instructor and/or Site Director
when any disruption to the teaching occurs. Students are expected to assume responsibility for
their own classroom behavior and are expected to participate fully and positively in the
teaching/learning process. Students do not have the right to engage in behavior that is disruptive
or otherwise interferes with the learning of others (e.g., talking during lectures, using a cell
phone, bringing children to class) and may be disciplined for misconduct that adversely affects
instruction. Faculty will follow the guidelines established by the University when confronted
with disruptive students. A student who violates the Code of Student Conduct will be subject to
administrative action(s) or disciplinary sanction(s).
Course Assignments:
Keeping track of deadlines for assignments is the responsibility of the student.
Course Management System/Blackboard
This course will use the Blackboard course management system. It is imperative that you have
access to Blackboard for this course as many of the assignments and both the midterm and final
exams may be administered via Blackboard. An active Old Dominion University student-mail
user ID and password is required to log into Blackboard. All students are issued a free e-mail
account when registering for classes for the first time. Students may activate their e-mail account
through Midas at https://midas.odu.edu/homepage.do
If you have any difficulty activating your account online or using it, please contact Customer
Service at occshelp@odu.edu or 757-683-3192.
How to find Blackboard:
http://www.odu.edu > Distance Learning > Current Students > Blackboard
How to Login:
User name = your e-mail name (ex: Jane Doe = jdoe001)
Password = your e-mail password (the one used to open Student E-mail)
Use of APA style for Written Work
Special education professionals take pride in producing written work that is free of errors in
punctuation, spelling, grammar, and syntax. All written work in this course must conform to the
writing style used by professionals in special education; the writing style of the American
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Psychological Association (APA). For general guidelines regarding the use of APA style, please
see the web site that follows (www.apa.org). For specific issues, please reference the Publication
Manual of the American Psychological Association (6th edition), available in the reference
section of the ODU library.
Honor Pledge
In all course activities and assignments, the honor system of Old Dominion University applies:
students are required to record the honor pledge on all material submitted. If plagiarism or any
other violation of the honor system occurs, the student will receive a “0” on the assignment. This
is an institutional policy approved by the Board of Visitors.
“I pledge to support the honor system of Old Dominion University. I will refrain
from any form of academic dishonesty or deception, such as cheating or
plagiarism. I am aware that as a member of the academic community, it is my
responsibility to turn in all suspected violators of the honor system. I will report
to Honor Council hearings if summoned.”
Course Disclaimer
Every attempt is made to provide a syllabus that is complete and that provides an accurate
overview of the course. However, circumstances and events may make it necessary for the
instructor to modify the syllabus during the semester. This may depend, in part, on the progress,
needs, and experiences of the students.
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Course Timeline and Schedule (subject to change; check Bb for updates)
Date
Topic
Readings and
Assignments Due
Week 1
Course Introduction
Syllabus and Schedule
Week 2
Introduction to Assessment
Chapter 1
Laws, Ethics, and Issues
In Class Group Work: Case 1
Descriptive Statistics
In Class Group Work: Case 2
Reliability and Validity
In Class Group Work: Case 3
Norm-Referenced Assessments
In Class Group Work: Case 4
Midterm Exam Review
Chapter 2
Week 3
Week 4
Week 5
Week 6
Chapter 3
Chapter 4
Article Review 1 Due
Chapter 5
Week 7
Midterm Exam on Blackboard
Midterm Exam Due
Week 8
Academic Assessment
In Class Group Work: Case 5
Chapter 7
All Case Studies Due
Week 9
Old Dominion University on Break
No Class Meeting
Week 10
Interpreting Assessment for Educational Intervention
Chapter 11
Article Review 2 Due
Week 11
Curriculum Based Assessment &
Other Informal Measures
Chapter 6
Week 12
Assessment of Behavior
Week 13
Measures of Intelligence and
Adaptive Behavior
Chapter 9
Assessment Critique Due
on LiveText
Week 14
Early Childhood and Transition
Chapter 10
Week 15
Assessment Project Wrap-up;
Protocol Review & Submission
Assessment Project
Due on LiveText
Week 16
Course Wrap up; Review for Final Exam
Chapters 1 - 10
Week 17
Final Exam on Blackboard
Final Exam Due
Chapter 8
Done