Spring 2014
SPED 523: Assessment in Special Education
Mondays 4:40-7:40 pm
Edmodo code: 6k34q2
Instructor:
Candace Mulcahy, Ph.D.
Office: AB-235
Phone: (607) 777-4169
E-mail: cmulcahy@binghamton.edu
Office Hours:
3:30-5:30 Tuesdays and by appointment
Required Texts:
Office of Vocation and Educational Services for Individual with Disabilities. (2007). Test access and
accommodations for students with disabilities: Policies and tools to guide decision-making and
implementation. Albany, NY: Author.
Office of Vocation and Educational Services for Individual with Disabilities. (2010). Individualized
Education Programs: Developing high quality plans for students in New York State. Albany,
NY: Author.
Overton, T. (2012). Assessing learners with special needs: An applied approach. (7th ed.) Boston:
Pearson.
Web Sites:
AIMSweb: http://www.aimsweb.com/
CAST: www.cast.org
DIBELS: http://dibels.uoregon.edu/
Intervention Central: http://www.interventioncentral.org/
IRIS: http://iris.peabody.vanderbilt.edu/iris-resource-locator/
National Center on Student Progress Monitoring: www.studentprogress.org
National Center on Response to Intervention: http://www.rti4success.org/
Research Institute on Progress Monitoring: www.progressmonitoring.net
RTI Action Network: http://www.rtinetwork.org/
Course Description and Competencies
Assessment in Special Education prepares discipline-based educators who engage in reflective
decision-making and research-validated professional practice that results in creation of effective
instructional programs for diverse groups of children. Knowledge of educational goals and assessment
strategies are essential components of reflective practice. The course is designed to provide participants
with the knowledge and skills necessary to collect and use a wide range of assessment data in general
education and special education settings. The course will involve lecture, discussions, required
readings, and a variety of assignments completed in and out of class.
After taking SPED 523, students will be able to:
1. demonstrate an understanding of the full range of educational decisions that are supported by
assessment of student performance
2. demonstrate knowledge of basic terminology used in assessment
3. demonstrate knowledge of the legal provisions, regulations, and guidelines regarding assessment
of individuals
4. demonstrate knowledge of educators' roles in the assessment process
5. demonstrate knowledge of ethical considerations relevant to assessment as well as the
implications of assessment-based decisions for various student populations
6. demonstrate knowledge of variables which affect student performance during various assessment
procedures
7. distinguish among of different types of tests (e.g., aptitude, achievement, psychological) and
specify their uses
8. demonstrate knowledge and use of classroom-based assessment systems for monitoring student
progress and quality of instruction
9. use assessment information generated from a variety of sources to make instructional decisions
(including published norm referenced achievement tests, tests of learning aptitude, classroombased assessment and curriculum-embedded tests)
10. match appropriate assessment procedures with specific educational decisions (e.g., screening,
eligibility, instruction, placement) for children of all ages and abilities
11. demonstrate knowledge of criteria used to evaluate the quality of tests including test
development procedures, standardization procedures, test reliability and validity, types and
interpretation of test scores
12. demonstrate the ability to analyze and critique the quality of various assessment procedures
13. demonstrate knowledge of appropriate test administration procedures
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14. Review and apply progress monitoring methods (CC8K4; CC8S2; CC8S5);
15. Discuss methods for monitoring student progress within the curriculum and apply the procedures
in a classroom setting (CC8K4; CC8S2; CC8S5);
16. demonstrate proficiency in the appropriate application and interpretation of scores obtained from
published norm-referenced tests (i.e., scores of relative standing, developmental scores)
Course Requirements
1.
Attend every class on time.
2.
Read text and supplemental readings before the class period for which they are
assigned.
3.
Participate in class discussion EVERY class.
4.
Be mindful of your writing form and content. Poor writing and lack of APA use will
result in grade penalties.
5.
Become familiar with required tests and procedures.
6.
Resume & Assignment List
All students will develop a professional resume, highlighting experience with children
in educational and non-educational settings. The resume should include: name, address,
phone number, email address; current education courses with brief description;
previous school placements, including type of school, setting, level, dates; volunteer
work with children; work experience with children; special skills, talents you bring to
the experience; minimum of two (2) goals for the experience.
In addition, students will develop a list (with short descriptions) of ALL assignments
(i.e., from every class) that require fieldwork hours. Due dates must accompany each
assignment on the list. Students will give the resume and assignment list to their
cooperating teacher or administrator at your first meeting. At the meeting, make sure to
review the assignments and due dates.
7.
Fieldwork: This course requires fieldwork with student(s) with disabilities. Fieldwork
must relate to the age group for your certification. The CBM administration project and
the WJ-III or WIAT administration project will satisfy a portion of the fieldwork
component. Other fieldwork-related activities will be completed through homework
assignments. Fieldwork logs can be found on the SPED Blackboard organization page,
and must be signed by your cooperating teacher or administrator at the end of the
semester. The fieldwork log is due with the CBM assignment on 5/5/14.
8.
Woodcock Johnson-III or Wechsler Individual Achievement Test-III administration:
Each student will administer selected subtests from the Achievement Battery of the
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Woodcock-Johnson Psychoeducational Battery, 3rd edition (WJ-III) or the Wechsler
Individual Achievement Test-III to a student in the field site. You are required to
administer, score, and interpret the student’s performance. The format for your report
will be discussed in class. Your report is due one week after administration, but no
later than 3/24/14.
9.
Evaluation of Test from Buros Mental Measurements Yearbook (MMY) Reviews: Each
student will select a standardized, norm-referenced general achievement, reading or
math test to review. It is recommended that students use a test that is currently used in
their schools/placements. YOU MUST CONFIRM YOUR SELECTED TEST
WITH ME PRIOR TO COMPLETING THIS ASSIGNMENT.
Read TWO separate reviews of the test in MMY, and write a brief (1-2 page)
evaluation of the reviews. See the Evaluation scoring guide for specific information on
this assignment. The MMY can be accessed in the reference section at the University
Science Library. The evaluation is due on 3/31/14.
10.
Curriculum Based Measurement (CBM) baseline administration: Select one student in
the field site to administer CBM probes (give 3 probes each time, tape record if
possible). Administer the probes once a week over 4-5 weeks. The student you select
should be one that you have and/or your cooperating teacher has academic concerns in
a targeted area. You will graph the data, use the split middle method of interpretation,
and write a one paragraph reaction and interpretation. The CBM administration
assignment is due 4/7/14.
11.
CBM Intervention: After administering CBMs over 4-5 weeks, use the data to develop
and implement an intervention to improve the student’s performance. Collect data on
the intervention over 3-4 weeks; graph the data on the same graph as the baseline CBM
data. The CBM intervention assignment is due 5/5/14.
12.
Evaluation Report: Given a variety of types of assessment data, each student will
prepare an evaluation report that includes interpretation and recommendations. Format
for report will be discussed in class. This assignment, including recommendations
for IEP goals and accommodations/modifications will be due on 4/28/14.
13.
Homework/Pop Quizzes: Homework will be assigned for most class sessions. The
assignments will be handed out in class the week before it is due. For some homework,
you will need to access documents or personnel at the school district in which you are
working. Plan accordingly. We will review the answers in class on the due date. On
occasion, a pop quiz will be administered at the beginning of class. Students will be
able to use all homework sheets to complete the pop quiz, but no other notes or
materials will be allowed. The homework grade will be based on the results of the four
(4) pop quizzes. It is essential to attend class, plan ahead, and to read the assigned
readings!
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Grading Procedures
Grades are based on the successful completion of all course requirements in a timely manner. Grades
are based on performance, not effort. Everyone puts forth a great deal of effort during class
experiences. Those who do not put forth a great deal of effort typically do not manage to complete the
experience. Despite the great efforts put forth by all, not all performances are equal. Some students are
exceptional in their performance while others are satisfactory. Your grade is based on your
performance, i.e., your performance in the classroom, your performance on written assignments,
and your ability to display appropriate professional dispositions, per the GSE expectations for
dispositions (http://www2.binghamton.edu/gse/current-students/index.html#prof-dispositions).
Assignments are due at the beginning of class on the date listed in the course syllabus. Assignments
received by the instructor within 24 hours of the original due date/time (i.e., the start of class) can
earn only 1/2 of the total value of the assignment. After that 24 hour period, I will provide feedback
on the assignments but you will have already earned a grade of 0. No “extra credit” will be offered so
please do not ask! There will be a possible total of 200 points; there will be no extra credit, so please do
not ask.
Grades are assigned in accordance with the following values:
Product
A
AB+
B
B-
Points
Date Due
Homework/Pop Quizzes
40
Weekly
WJ-III/WIAT Administration
25
1 week after
administration
CBM Administration
25
4/7/14
CBM Intervention
25
5/5/14
Evaluation of Test - MMY
25
Evaluation Report
60
3/31/14
4/28/14
= 96% to 100% = 192-200 pts
= 90% to 95% = 180-191 pts
= 88 - 89% = 176-179 pts
= 84 - 87% = 168-175 pts
= 80 - 83% = 160-167 pts
C+
C
CF
5
=
=
=
=
78 - 79% = 156-159 pts
74 - 77% = 148-155 pts
70 - 73% = 140-147 pts
0 - 69% = <139 pts
STUDENTS WITH DISABILITIES
Students who have a documented disability and wish to discuss academic accommodations should
contact Dr. Mulcahy as soon as possible to explore alternative arrangements in completing
assignments or taking exams for this class. Additional assistance also is available through the Office
of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD
office makes formal recommendations regarding necessary and appropriate accommodations based
on your specific diagnosed disability. Information about your disability will be treated in a
confidential manner.
ACADEMIC HONESTY
Binghamton University enforces a Code of Academic Honesty. All members of the University
community have the responsibility to maintain and foster a condition and an atmosphere of academic
integrity. Specifically, this requires that all classroom, laboratory, and written work for which a
person claims credit, is in fact that person’s own work. The University Student Handbook publication
has detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or
if they use, request, or give unauthorized assistance in any academic work (cheating). (GSE
Academic Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing
grade for the assignment in question. Please see me if you have questions concerning what constitutes
cheating or plagiarism.
CLASSROOM ENVIRONMENT
The faculty and staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, respectful and enjoyable class
atmosphere. In return, I expect that each of you will honor and respect the opinions and feelings of
your fellow students.
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COURSE SCHEDULE
Note: This is a proposed schedule, which is subject to change as some lectures/activities may require more or less
class time. Additional course readings may be provided in class or on Bb.
WEEK
DATE
1
1/27
2
2/3
3
2/10
ONLINE
4
2/17
TOPIC
Introductions/Syllabus
Big Ideas in Assessment
Assessment & Data-Based DecisionMaking
Assessment Pretest
Classroom Based Assessment (CBA)
- Overview
- Key Concepts
- CBA Development Project
HOMEWORK
TO: Chapters 1, 6
SR: Leahy, Lyon, Thompson,
& Wiliam (2005)
Homework #1, Bring unit
guide, curriculum guide, or
textbook to next class
TO: Chapter 6
SR: Hamilton et al. (2009),
Deno (2003)
Curriculum-Based Measurement
TO: Chapter 3
Iris Module – Classroom Assessment, SR: Salvia, Ysseldyke, & Bolt
Part 1; Bring Assessment responses to (2013)
Homework #2
class (typed)
Types of Scores
Scales of Measurement
TO: Chapter 7, 13
SR: Cook et al (2008), Hosp,
Hosp, & Howell (2007),
Barton & Reichow (2012)
Homework #3
5
2/24
Graphing CBM data
Evidence-Based Practices
Using the data: RTI, Intervention, and
Fidelity of Implementation
TO: Chapters 5, 8
SR: TBA
Homework #4
6
3/3
Descriptive Statistics:
- Central Tendency
- Dispersion
Correlation
Test Administration: WIAT III/WJ-III
(Part 1)
TO: Chapter 3
SR: TBA
Homework #5
7
3/10
Test Administration: WIAT III/WJ-III
(Part 2)
Mid-Semester Feedback
TO: Chapter 4
SR: TBA
Homework #6
7
8
9
10
11
3/17
Validity and Norms
3/24
Applications
Final Due Date
for
Discuss Evaluation Report Project
WJ-III/WIAT
3/31
MMY
Evaluation
Due
Evaluation Report Practice
IEP Goals; Accommodations &
CBM
Modifications
Administration Mock IEP Meeting
Due
4/28
5/5
CBM
Intervention
Phase Due
Homework #7
TO: Chapter 13
SR: TBA
Homework #8
TO: Chapter 2
SR: TBA
TO: 9, 10, 12
SR: TBA
Homework #9
No Class – Spring Break
Exploring Formal Assessments
TO: Chapter 2
SR: National Center on
Response to Intervention
(2013)
Classification Issues
Have a fabulous summer!
Evaluation
Report Due
13
TO: Chapter 4
SR: Lipson, ChomskyHiggins, & Kanfer, 2011
IEP Manual
NYS Test Accommodations
Manual
4/7
4/14, 4/21
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Error in a test: Reliability
- Sources of random error
- Types of reliability
- Strategies for estimating reliability
Error in a score:
- Standard Error of Measurement
- Confidence Intervals
Legal and Ethical Issues in Assessment
Assessment Posttest
SOOT
TO = Overton text; SR: supplemental readings
Supplemental Readings
Barton, E.E., & Reichow, B. (2012). Guidelines for graphing data with Microsoft Office 2007, Office
2010, and Office for Mac 2008 and 2011. Journal of Early Intervention, DOI:
10.1177/1053815112456601
Cook, B.G., Tankersley, M., Cook, L., & Landrum, T.J. (2008). Evidence-based practices in special
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education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75.
Deno, S.L. (2003). Developments in curriculum-based measurement. The Journal of Special Education,
37(3), 184-192.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using
student achievement data to support instructional decision making (NCEE 2009-4067).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Hosp, M.K., Hosp, J., L., & Howell, K. W.(2006). Charting and graphing data to help make decisions.
In The ABC’s of CBM: A practical guide to curriculum-based measurement (pp. 118-131). New
York: The Guilford Press.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute,
day by day. Educational Leadership, 63(3), 18-24.
Lipson, M.Y., Chomsky-Higgins, P., & Kanfer, J. (2011). Diagnosis: The missing ingredient in RTI
assessment. Reading Teacher, 65, 204-208.
National Center on Response to Intervention (January 2013). RTI in Middle Schools: The Essential
Components. Washington, DC: U.S. Department of Education, Office of Special Education
Programs, National Center on Response to Intervention.
Salvia, J., Ysseldyke, J., & Bolt, S. (2012). Scoring student performance. In Assessment in Special and
Inclusive Education (12th ed.). (pp.39-47). Belmont, CA: Wadsworth.
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