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DEPARTMENT OF SPECIAL SERVICES
AND LEADERSHIP STUDIES
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Fall 2009
Assessment in Special Education
Course Number:
SSLS 750
Credit Hours:
3
Instructor:
Anna Friend, Ph.D.
Course Time Schedule:
7:00 – 9:00 p.m., Wednesday nights
KC Metro Center, Kong Room
Office:
KC Metro Center
Office Hours:
Monday 10:00 - 2:00
Wednesday 1:00 – 5:00 p.m.
Thursday 10:00 – 12:00
or by appointment
E-mail:
afriend@pittstate.edu
Office Phone:
(913) 529-4487
Course Description
This course will focus upon the administration and interpretation of test instruments including screening tests,
formal and informal tests, normed and criterion referenced tests, and diagnostic and achievement tests. Individual
assessment of developmental milestones, academic achievement, adaptive behavior, and processes will be included.
Purpose of the Course
The course content is built upon the state standards and outcomes and reflects best practices as found in current
literature and research. Building the course on this foundation should enable students to develop skills such as
independent thinking, effective communication (both oral and written), and making relevant judgments.
Professional collaboration will be encouraged as it is necessary when conducting assessments as part of a team
process.
The study of test instruments in this course will enable teachers to make instructional planning decisions and
measure student progress. Tests will be evaluated for their usefulness in diagnosis and placement in special
education remedial programs. Students will gain skill in the interpretation and communication of test results.
Program Objectives
This course is aligned with the following KSDE Adaptive Special Education Teaching Standards, with primary
focus on those standards listed in red type.
KSDE SPECIAL EDUCATION STANDARDS
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The teacher of students with adaptive learning needs demonstrates an understanding of philosophical, historical,
and legal foundations of education and special education.
The teacher of students with adaptive learning needs demonstrates an understanding of learners’ diversity and
provides support for students’ cognitive, physical, social, emotional and career development.
The teacher of students with adaptive special education needs demonstrates assessment, diagnosis, and
evaluation knowledge and skills.
The teacher of students with adaptive learning needs demonstrates knowledge and skill in planning and
implementing effective instruction based upon knowledge of the subject matter, student, community, and
curriculum goals.
The teacher of students with adaptive learning needs promotes learning by providing planned, orderly,
supportive environments that encourage participation of individuals with adaptive learning needs.
The teacher of students with adaptive learning needs demonstrates knowledge and skill in managing behavior,
facilitating problem solving, developing social skills, and promotion self-advocacy of students with
adaptive/functional learning needs.
The teacher of students with adaptive learning needs demonstrates effective communication and collaboration
skills and knowledge related to individuals with adaptive learning needs.
The teacher of students with adaptive learning needs demonstrates professionalism and ethical knowledge and
skills related to students with adaptive/functional learning needs.
Course Objectives
Upon successful completion of this course, the student should be able to:
1. Understand basic statistical concepts as they relate to the interpretation of test scores;
2. Define the terms standard score, percentile rank, age equivalent score, and grade equivalent score;
3. Describe the cautions and considerations in interpreting test results and be aware of limitations of
standardized and criterion-referenced tests;
4. Interpret reliability, validity, and normative data of tests to determine if the test can be appropriately
administered to a child;
5. Explain procedures used to screen and diagnose children and youth with disabilities.
6. Select and use formal and informal measurement instruments commensurate with a pupil’s
developmental level.
7. Properly administer, score, and interpret selected norm-referenced and criterion referenced tests of
development, academic achievement, and adaptive behavior.
8. Compile assessment information gathered from various sources and present a report of assessment
results.
9. Compile the assessment information using a collaborative, problem-solving model.
10. Interpret and communicate evaluation results to administrators, other teachers, parents, members of the
community, and other professionals.
11. Give examples of behavioral performance profiles characteristics of various exceptionalities.
12. Describe professional ethical considerations which relate to the administration and interpretation of
assessment results.
13. Provide a pupil with information about performance results for the purpose of enhancing continued
progress and the development of self-evaluation skills.
Instructional Resources
Required Reading:
Salvia, J. & Ysseldyke, J. (2007). Assessment in special and inclusive education. Boston: Houghton
Mifflin Company.
KSDE Special Education Process Handbook. http://www.ksde.org/Default.aspx?tabid=3152
Additional materials will be distributed through the use of ANGEL.
Teaching Strategies
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The instructional format of this course will be a combination of group sessions, guest speakers, student
presentations, handouts, on-line discussions, role-plays, and readings. A portion of the student contact time will be
online, utilizing ANGEL.
Written Communication Skills
All written assignments are to be prepared on a computer or typewriter. Typos, misspellings, and grammar errors
will result in a lower grade. APA (5th ed.) format is to be used when preparing and citing materials. Avoid language
that is sexist, culturally biased, reinforcing of stereotypes, or offensive to persons with disabilities. Person-first
language should always be used.
Course Requirements:
1. Assessment Tool Critique
Students will investigate the assessment tools available for evaluating students that are available within
their district. The student will select one of the tools, provide research about the tool’s effectiveness, and
describe its technical aspects.
2. Kansas State Assessment Project
In groups, students will be examining the policies of state assessments. Students will obtain information
modified and alternate assessments from the ksde.org website and interview a general education and a
special education teacher who has given the assessments. Lastly, students will examine the building report
card of a school and write a written report about the information found.
3. Evaluation Report Project
Students will determine an evaluation plan, write a formal report about the child that communicates the
results of the testing and any other observations, and develop a progress monitoring plan that will show the
child’s progress for one school year.
4. Class/ANGEL Participation
The student is to be prepared each day of class by using the assigned readings or reviewing the information
on ANGEL. Each student will be required to complete individual and group assignments as outlined in the
schedule of class topics and readings either during class on ANGEL. Points will be awarded participation.
5. Examinations
A midterm and final exam will be given according to the course schedule. Students will be asked to
demonstrate knowledge outlined earlier in this syllabus.
Course Evaluation
Assignment
Points
Due Date
Assessment Tool Critique
50 points
Kansas State Assessment Project
25 points
Evaluation Report Project
100 points
Class/ANGEL Participation
25 points
ongoing
Midterm Exam
20 points
Final Exam
30 points
December 16
Total
250 points
The above course evaluation will be converted into percentages based upon the following scale:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Grading
Assignments are to be submitted through ANGEL; feedback and grades are also posted using the ANGEL system.
Assignments must be received by the due date and time.
TEN PERCENT (10%) OF THE TOTAL POSSIBLE POINTS FOR EACH ASSIGNMENT WILL BE
DEDUCTED FROM THE POINTS EARNED ON AN ASSIGNMENT FOR EACH DAY, INCLUDING
WEEKENDS, IF IT IS PAST DUE. (IN SHORT…10% off for each day the assignment is late.)
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If a student must be absent from class on the day that an assignment is due, it is the student’s obligation to make
certain the assignment is submitted through ANGEL on the due date. Similarly, if a student must be absent from
class on the day of an assessment, it is imperative that the student make arrangements to take the assessment before
the established date. Late assignments will be accepted only if previous arrangements are made with the instructor
via e-mail prior to the due date. The instructor reserves discretion regarding late assignment grades.
Incompletes are discouraged. Students who do request an Incomplete cannot be eligible for an A as a final grade.
Taking an Incomplete will also require the student to submit a plan of completion.
Attendance
Professional reliability is one of the outcomes of the teacher education program. This course is a combination of online and on-site class sessions. When class meetings are on-site, attendance is mandatory, however, if you miss more
than 10% of class meetings your grade will be reduced based upon the percentage of classes missed. An absence
occurs when one does not attend class due to the following: work related activities, illness, coaching, vacation,
family matters or any other reason. You will be expected to make arrangements to complete assignments for missed
classes.
Electronic Devices and Other Distractions
All students, guest speakers, and the instructor have the right to receive or present instruction without distraction.
Cell phones must be turned off or set on vibrate and should not be visible. Courtesy is to be exercised when material
(whether by instructor, student, guest, or video) is being presented.
Inclement Weather
On rare occasions due to inclement weather, class may be cancelled. The KC Metro Center (913-529-4487) will
make every effort to contact you to let you know that your class has been cancelled. You should also check the
announcement section on the Angel site for the course.
Respect for the Academic Process – Academic Dishonesty
The rights and responsibilities that accompany academic freedom are at the heart of the intellectual purposes of the
university. Our conduct as community members should protect and promote the university’s pursuit of its academic
mission. We are all, therefore, expected to conduct ourselves with integrity in our learning, teaching and research,
and in ways in which we support those endeavors. Please refer to the catalog for the university policy on academic
dishonesty. You are expected to do and submit your work and not that of others.
Students are expected to demonstrate academic integrity at all times. Violations will be handled as indicated in the
written policy. Academic dishonesty by a student is defined as unethical activity associated with course work or
grades. It includes, but not limited to:
(a) Giving or receiving unauthorized aid on examinations,
(b) Giving or receiving unauthorized aid in the preparation of notebooks, themes, reports, paper or any
other assignments,
(c) Submitting the same work for more than once course without the instructor’s permission, and,
(d) Plagiarism. Plagiarism is defined as using ideas or writings of another and claiming them as one’s own.
Copying any material directly (be it the work of other students, professors, or colleagues) or copying
information from print or electronic sources (including the internet) without explicitly acknowledging the
true source of the material is plagiarism, students should follow the citation directions provided by the
instructor and/or department in which the class is offered.
Unless otherwise stated by the instructor, exams, quizzes, and out-of-class assignments are meant to be individual,
rather than group, work. Hence, copying from other students’ quizzes or exams, as well as presenting as one’s own
work an assignment prepared wholly or in part by another is in violation of academic honesty.
The above guidelines do not preclude group study for exams, sharing of sources for research projects, or students
discussing their ideas with other members of the class unless explicitly prohibited by the instructor.
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Since the violation of academic honesty strikes at the heart of the educational process, it is subject to the severest
sanctions, up to and including receiving an “F” or “XF” (an “XF” indicates the “F” was the result of academic
dishonesty) for the entire class and dismissal from the university.
When an instructor has a reasonable good faith belief that a student(s) has committed academic misconduct, that
instructor has the sole discretion to give the student as F on the assignment/test to which the student committed
academic misconduct or an F for the entire course. If such an F negatively affects the student’s final grade in the
course, that student(s) may appeal the final grade pursuant to the current Pittsburg State University Catalog’s Grade
Appeal process.
When the instructor wishes to impose an “XF”, and/or more severe sanctions, he or she must first notify their
department chair, dean, and University’s Academic Honesty Committee Chairperson in writing. In addition, the
same procedure applies if similar sanctions seem warranted for a student(s) or former student(s) who have assisted
in a serious act of academic dishonesty.