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Longwood University
Department of Special Education
SPED 545
Psychoeducational Assessment
Fall 2008
Instructor: Dr. Rachel Mathews
Ph: 395 2532 (O)
Office: 236 Hull
Office Hours:
e-mail: mathewsr@longwood.edu
Blackboard:http://blackboard.longwood.edu
Class: Sept.6 9-5 am, Sept.12&19 4-9 pm,
Oct.3 4-9 pm,Oct.25 9-5 pm, Nov.7, 49pm
Location: Hull 248
Course Description
This course is designed to introduce students to the assessment process in special
education by addressing procedural safeguards, data collection via informal and formal
procedures, issues in assessment, psychometric properties of standardized tests, and
administration, scoring, and interpretation of selected instruments.
Textbook
McLoughlin, J.M. & Lewis, R.B. (2007). Assessing Students with Special Needs (7th Ed).
Merril Prentice Hall, New Jersey
Professional Teacher Outcomes of the Longwood Conceptual Framework for Teacher Education
are:
TC1 Planning
TC2 Implementation and Management of Instruction
TC3 Evaluation and Assessment
TC4 Knowledge of Subject
TC5 Classroom Behavior Management
TC6 Communication Skills
TC7 Professional Responsibilities
TC8 Technology
TC9 Diversity
F1
Educator Reflections
Objectives of the Course
At the end of this course each student will be able to:
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I. Knowledge
2. Understand the various processes involved in assessment (TC3, T 4, CEC 8 K2 CEC8K2).
3. Understand the basic concepts of measurement and statistics related to assessments( TC3, TC
4, CECCC8K1).
4. Demonstrate knowledge of terminologies associated with assessment (TC3,TC4, CEC 8K1).
5. Have proficiency in litigations, legislations, and program standards in formal and informal
assessment practices (TC4, CEC8K1, CEC8 K2)
6. Critique technical/psychometric properties of test instruments and their appropriateness for
use with individuals from diverse background and individuals with special needs ( TC 4,
TC 9, CEC8K4).
7. Administer, score, and interpret selected test instruments (TC3, TC 4, CEC 8S2).
8. Prepare written educational diagnostic reports and recommendations for instructional
programming ( TC3, 4,& 6, CEC8S7) .
9. Understand how scores can be used to monitor progress of students (TC1,3,&4, CEC8S2)
10. Understand the advantages, disadvantages, and limitations of standardized instruments (TC
3, CEC8 K4).
II. Skills
1. Be able to identify, administer, and interpret scores, using unbiased standardized and nonstandardized instruments in identifying students with disabilities ( TC1,3,4&9, CEC8S2,
CEC8S6).
2. Gather data using nonbiased formal and informal methods of assessments (TC4,CEC 8S1)
3. Have skills in administering and interpreting adaptive behavior scales, rating scales etc.
according to the needs and relevance (TC3, & 9, CEC8K3 ).
4. Be knowledgeable in converting raw scores into transformed scores, e.g. grade eqvt.,
percentile rank, and be able to interpret these to laymen (TC 3,6, CEC8S7).
5. Demonstrate confidential record keeping skills (TC3, 4, &7, CEC8S9)
6. Have the ability to gather background information before testing (TC3, CEC8S1).
7. Understand factors influencing assessment findings such as cultural, behavioral, and learning
diversity
8. Be knowledgeable in identifying and using nondiscriminatory testing procedures (TC 9,
CEC8S2)
8. Incorporate informal observational data and background information in decision making
process (TC 3, F1, CEC8S1 & CEC 8S2).
9. Understand the legal provisions and ethical issues, professional standards, and assessment
responsibilities in the assessment procedures (TC 4, CEC8K2, CEC9S1)
10. Be able to keep records and be able to evaluate instructional outcomes using normreferenced, curriculum based, and criterion referenced tests (TC3,4, CEC8S8 & CEC8S9)
11. Be able to evaluate performance using alternate methods such as portfolio and artifacts.
12. Demonstrate proficiency in using technology to transform and interpret assessment data
(TC4, CEC S8S3)
13. Be able to recommend instructional strategies, modifications, and accommodations based on
the results (TC2&4, CEC 8K5&CEC8S8)
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III. Dispositions
1. Test, score, and write reports without any biases (TC3, 4, 6&9, CEC8S2)
2. Adhere to the professional ethics on testing and all related services (TC 3 CEC9S1).
3. Communicate with other professional and parents in appropriate manner (TC6).
4. Disseminate information according to the professional code (TC 6&7, CEC9S1)
5. Knowledgeable in using assessment data for eligibility, program planning, placement, and
program evaluation purposes (TC3&4, CEC8S6).
6. Ability to collaborate with family members and other professionals from related fields in the
assessment process (TC 7, CEC10S4).
Phone messages and e-mails
I will return calls and/or reply to email messages within 48 hours of receiving them during
the WEEKDAYS. I will NOT return any calls or reply to email message during the Weekends and
on University holidays. Please do not expect me to reply to your e-mail messages immediately at any
time as I do not look through e-mails through out the day.
Course expectations
1. Active participation. Active participation in discussion is essential for an effective and
productive experience. You are expected to participate in class discussions and to formulate your
ideas on the basis of assigned readings, classroom discussions and your own work experience (if
applicable).
2. Timely submission of all assignments and taking all tests/exams.
Course Requirements
1. Reference Manual. Prepare a brief handbook narrating all information needed to carry out
special education eligibility and placement processes. You have a choice for completing this
assignment as a team of two or by yourself as an individual project. If you decide to work as a
team, both members in the team should attach a signed paper verifying your equal participation
in the project. Grading will be team based. The length of the paper is limited to 5 double spaced
typed pages. Your paper should be organized with sub headings. You are allowed to conduct an
internet search for any assistance in completing this assignment. However, you should cite and
give references.
2. Class exercises and participation. Exercises (in the form of multiple choice questions) based
on selected chapters will be given. Upon completion you can send me your answers in order to
get the answer key. I will not be using this result toward your final grading- rather think of it as a
learning tool.
3. Review & Group presentation of an assigned Test - Follow your Instructor’s format. A
handout on your review should be given to all class members. – 45 minutes followed by 10
minutes question and answer.
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4. Test administration, report writing – Case study
Demonstrate proficiency with administering, interpreting, and writing reports on
standardized instruments. (WJ, WRMT, & Key Math). Minimum of 12 hours of field experience
(Outside class time) is required for this project. Students have to make their own
arrangements for the student to be tested.
 All completed protocols should also be submitted with the report. The reports should be
typed (double spaced, except the Tables), and stapled. But do not staple the protocol.
Instead, insert respective reports in the respective protocol.
5. Role play. Results of your case study should be presented in a multidisciplinary team
simulation. You will be graded based on your ability to present the test results in an
understandable manner to all members of the team. Additionally, your ability to design
instructional strategies and a plan based on the results will be assessed.
6. Successfully complete all tests and exams.
Tests and exam. will be based on all materials covered in lectures, workshops, and handouts.
Note. Assignments submitted after the due date will be penalized by 1 point for each day. There
will be no excuses. (Due to time limitation, oral presentation dates cannot be changed).
Grading Summary
Reference manual
Test
Test review – Oral presentation
Test administration,
report writing
Role play
Final examination
10%
15%
20%
30%
10%
15%
Grading scale
95-100A, 89-94
B
83-88 C, 82 and below F
** Students must meet all requirements to receive the final grade above ‘F’**.
Honor Code
Students are expected to abide by the Longwood College Honor Code. All assignments and
tests are to be pledged. It is the students’ responsibility to read and understand all college
policies.
Accommodation.
In accordance with the College policy, students wishing to receive accommodation should
submit documentation from the Academic Support Center on Campus.
Reminders
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1. All assignments should be typed, **double spaced**, and submitted on the due dates given.
2. All papers submitted should be **stapled together**. Do not use sleeves. Papers not stapled
will not be graded. The instructor will not supply stapler.
It is the students' responsibility to read carefully and understand the course syllabus well. If
there is anything they do not understand they may seek clarification when they meet with the
instructor during their scheduled conference with the professor.
3. Classroom manners. Please do not hold conversations with classmates whenever the
professor or another person is speaking. This includes passing notes. Your undivided attention is
a must. An atmosphere of mutual respect is in order. Turn off all cell phones and beepers.
4. Class Attendance. It is the students’ responsibility to attend class on time. If they miss a
class for any reason, they will be held responsible for all material covered and
announcements made in their absence.
Students are to notify the instructor in advance if they must miss a class for illness or
for a recognizable emergency. Their absence from class must be excused if make up privileges
are to be granted.
The Longwood University attendance policy will be followed for the final grading. A grade
of ‘F’ will be assigned to students missing 25% of scheduled class meetings for any reason
(excused or unexcused).
Please be sure that cell phones and beepers are off. Courtesy to others is important. That means
respecting the opinions of others, and, in general, doing your part to make this a positive learning
environment for all students. Food or beverage, while acceptable, should be as quiet as possible,
and you must clean up after yourself.
All Papers MUST be stapled before submission. Unstapled papers will NOT be graded.
Students will also have to provide their own staplers as NONE will be provided by the
instructor.
Note:
 Prospective applicants are allowed to enroll in up to six credit hours (2 courses) prior to
being admitted to a degree or licensure only program and have those hours apply to the
admitted program. Students should submit an Application for Graduate Admission
promptly to avoid having course work in excess of the six credit hours not apply once
admitted. Application materials are available by contacting the Office of Graduate
Studies (434-395-2707 or graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
Class Schedule
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Note: The following is a tentative schedule and subject to change due to the length of time
spent on specific topics.
Date
9/6
Topic
Chapters/s
Introduction and orientation
Assessment, Testing,
Diagnosis, Types of
assessment, Norm referenced
and Criterion referenced
testings, Curriculum based
assessments, Screening, Pre
referral, referral, eligibility,
Evaluation,
Assessment tools selection,
technical quality, factors
influencing assessment cultural, behavioral, and
learning diversity,
non discriminatory testing,
Professional and ethical issues
1,2, &3
9/12
4, 5
Formal & Informal
assessments, School
performance, group and
individual tests, tests
overview,
Statistics
Normal curve, Central
tendency, Dispersion,
Confidence interval,
measurement error
Testing preparation,
administration, scoring,
interpretation,
Academic achievement
9/19
Assessment for Special
Education Eligibility
Academic achievement
Workshop in class – WJ
Ch.6
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10/3
Test 1 Chpts. 1-6
Reading assessment
Math assessment
Workshop in class WRMT
Chapters 10 & 11
Workshop in class Key Math
** WJ report due**
10/25
Intellectual performance and
adaptive behavior
Learning abilities- perceptual
tests
Chapter 7
Chapter 8
Test review Presentations
11/7
Classroom behavior and
behavioral disorders, rating
scales, interviews
Chapter 9
Chapters 12, 13,14
Language , written and Oral
Portfolio assessment
**WRMT report& Key
Math Reports due**
Role play
11/14
Final Exam
Tests for Review – Oral presentation – Use all materials reserved at the library





Kaufman Test of Educational Achievement ( New edition)
Vineland social maturity scale
Behavioral assessment – BASC
Comprehensive Test of Phonological Skills ( CTOPS)
Visual perceptual Test – Beery Visual Motor Integration
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Bibliography
DeStefsno, L., Shriner, G., & Lloyd, C.A. (2001). Teacher decision making in
participation of students with disabilities in large-scale assessment. Exceptional
Children. 68, 7-22.
Johnson, E., Kimbal. K, & Brown, S. O. (2001). A statewide review of the use of
accommodations in large scale, high stakes assessments. Exceptional Children, 67,
251 – 264.
Kampfier, H. S. & Horvath, L. S. ( 2001). Teacher’s perceptions of one state’s alternate
assessment: Implications for practice and preparation. Exceptional Children, 67,
361-374.
Salend, S. J. (2008). Determining appropriate testing accommodations: Complying with
NCLB and IDEA. Teaching Exceptional Children v. 40 (4) 14-22.
The Sixteenth Mental Measurements Yearbook (2005) The Mental Measurement Yearbook.
Buros Institiute.
Stanford, P. & Reeves, S. (2005). Assessment that drives instruction. Teaching Exceptional
Children, 37 (4), 18-23.
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SPED 545 Test administration and Report
Rubric
Exceeds Expectation
(3)
Protocol –
Basal
Ceiling
Raw
scores
Error
responses
given
Tables
Derived
scores
Meets expectation
(2)
Needs improvement
(1)
Face page –
Completed all
relevant data without
any errors
All subtests basals
are correctly
established
All subtests ceilings
are correctly
established
All subtests raw
scores are computed
without any errors
All sections of all
subtests are
completed with error
responses
All Tables are
completed according
to the format of the
sample given
Titles and
subheadings are
correctly identified
All data are
transferred correctly
Completed with some More than 20% of the
gaps
information is not
completed
Tables are completed;
but deviated from the
sample given
Titles and
subheading given
showed errors or
some are missing
Some data transferred
are incorrect
Tables did not follow
the sample format –
titles and subheadings
showed frequent errors
All derived scores
are computed
Derived scores
showed some errors
More than 20% of the
derived scores are
Few errors in
establishing basal
Few errors in
establishing ceiling
Few errors in
computing the raw
scores
Error responses are
given in most of the
subtests
More than 20% of the
subtests basals
evidenced errors
More than 20% of the
subtests ceilings
evidenced errors
More than 20% of the
subtests raw scores
evidenced errors
More than 20% of the
subtests did not give
error responses
More than 20% of the
data transferred are
incorrect
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without any errors
incorrect
Report Scoring Rubric
Exceeds Expectation
(3)
Meets expectation
(2)
Report
Title of the report
All Identification
data and
All subheadings
are given without
any errors
Most of the sections
are completed; but a
few parts are missing
Interpretation
Used norm scores,
derived scores,
error analyses data
in interpreting the
results; gave
examples of
questions asked
and errors made
Norm scores, derived More than 20% of the
scores, error analyses parts are not given or
data in interpreting
showed errors
the results; and gave
examples of
questions asked and
errors made; but not
complete
Report showed
excellent
integration of all
concepts
Integrated most of the
concepts
Reflected an
excellent
integration of all
findings
Summary is vague
without any reference
to the findings
Summary
Needs improvement
(1)
More than 20% of the
parts are not given or
showed errors
More than 20% of the
summary is not based on
the findings; very
vaguely written
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