SOUTHEASTERN LOUISIANA UNIVERSITY
SPECIAL EDUCATION 441
PRACTICUM IN ASSESSMENT AND EVALUATION OF EXCEPTIONAL CHILDREN
CREDIT: 3 HOURS
COURSE DESCRIPTION:
Supervised practice in administering and interpreting standardized and informal tests to
exceptional children. Focus on use of criterion-referenced and developmentally based evaluation
procedures.
COURSE PREREQUISTIES: SPED 366, 367, 365
SARTE STATUS REQUIREMENT:
Full SARTE Status
STATEMENT OF CONCEPTUAL FRAMEWORK:
In order to successfully plan, develop, and implement curricula to meet the needs of diverse
learners in today’s world and to prepare candidates for the future, the College of Education and
Human Development (COEHD) has identified four critical components of The Effective
Educator: Professional Standards (PS), Knowledge of the Learner (KL), Strategies and Methods
(SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the
development of effective professionals. Diversity (D)is an integral part of each component, and
Technology is emphasized throughout all programs in the educational unit (diversity)
(technology).
COURSE OBJECTIVES:
By the conclusion of this course students will have developed knowledge and understanding of:
1.
2.
Issues in definition and identification procedures for individuals with exceptional
learning needs including individuals from culturally and/or linguistically diverse
backgrounds. (CC:1, K3) KL, SM, CK, diversity
Ethical practices for confidential communication to others about individuals with
exceptional learning needs. (CC: 7: K5) KL, SM, CK
LEARNER OUTCOMES:
1.
2.
3.
4.
By the conclusion of this course, the student will be able to:
Collaborate with families and other professionals involved in the assessment of
individuals with exceptional learning needs. (CC:3, S1) KL, SM, CK, diversity
Gather background information regarding academic, medical, and family history. (CC:3,
S3) KL, CK, diversity
Use various types of assessment procedures appropriately. (CC:3, S4) KL, SM, CK,
diversity
Interpret information from formal and informal assessment instruments and procedures.
(CC:3, S5) CK, KL
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Report assessment results to individuals with exceptional learning needs, parents,
administrators, and other professionals using appropriate communication skills. (CC:3,
S6) KL, CK, diversity
Use performance data and information from teachers, other professionals, individuals
with exceptionalities, and parents to make or suggest appropriate modifications in
learning environments. (CC:3, S7) KL, CK, diversity
Develop individualized assessment strategies for instruction. (CC: 3, S8) KL, CK, SM
Use assessment information in making instructional decisions and planning individual
programs that result in appropriate placement and intervention for all individuals with
exceptional learning needs, including those from culturally and/or linguistically diverse
backgrounds. (CC: 3, S9) KL, CK, SM, PS
Evaluate the results of instruction. (CC: 3, S10) CK, PS
Evaluate the supports needed for integration into various program placements. (CC: 3,
S11) KL, CK, SM
Demonstrate positive regard for the culture, religion, gender, and sexual orientation of
individual students. (CC:8, S2) KL, CK, diversity
Promote and maintain a high level of competence and integrity in the practice of the
profession. (CC: 8, S3) KL, CK,SM
Exercise objective professional judgment in the practice of the profession. (CC: 8, S4)
CK, SM
Demonstrate proficiency in oral and written communication. (CC: 8, S5) SM
Engage in professional activities that may benefit individuals with exceptional learning
needs, their families, and/or colleagues. (CC: 8, S6) KL, CK, SM
Comply with local, state, provincial, and federal monitoring and evaluation requirements.
(CC: 8, S7) PS, SM, CK
Use copyrighted educational materials in an ethical manner. (CC: 8, S8) SM
Practice within the CEC Code of Ethics and other standards and policies of the
profession. (CC: 8,S9) SM
Implement procedures for assessing and reporting both appropriate and problematic
social behaviors of individuals with disabilities. (GC: 3, S1) KL, CK, SM
Use exceptionality-specific assessment instruments with individuals with disabilities.
(GC: 3, S2) KL, CK, SM, diversity, technology
ARTIFACTS APPROPRIATE FOR PORTFOLIO:
Assessment Case Study,
Assessment Field Hours
COURSE OUTLINE:
Introduction
Explanation of course objectives and outcomes
Explanation of course requirements
Developing IEP goals and objectives from evaluation report outcomes.
Developing informal assessment instruments for case study student and for groups
CBM
Inventories
Checklists
CRT
Interview
Observation
Error Analysis of student work
Developing formative assessments for instruction
Developing lesson plans from formative assessment results
Performance Assessment
Developing rubrics
Scoring student work using a rubric
Scoring student work for a portfolio
Interpreting outcomes
Formal Assessment
Procedures for norm-referenced test administration
Scoring norm-referenced tests
Interpreting norm-referenced test scores
When to use norm-referenced testing through vignettes
Writing Evaluation Reports
Interpreting test results
Writing the report
Making recommendations
Writing Goals and Objectives for an IEP from an Assessment Report
FIELD EXPERIENCE:
Hours: 60
Type: Candidates create, administer, score, and interpret norm-referenced tests, and several
types of informal assessments.
REQUIRED UNIT/PROGRAM ASSESSMENTS:
Field experience hours
Case study evaluation report
Dispositions
Professional development
COURSE EVALUATIONS
Case study evaluation report
Performance assessment instruments
CBM charts for reading fluency, comprehension, math computation, spelling, and written
expression.
Formative assessment techniques
Weekly progress reports
Parent conference observation
Instructor observation of norm-referenced test administration
Dispositions
KNOWLEDGE BASE
Blatchley, L A., & Lau, M.Y. (2010). Culturally competent screening and special education
referral: A systematic approach. National Association of School Psychologists
Communique, 38(7), 27-30.
Cavendish, W. (2013). Identification of learning disabilities: Implications of proposed DSM-5
criteria for school-based assessment, Journal of Learning Disabilities, 46(1), 52-57.
Cho, H-J., & Kingston, N. (2013). Why IEP teams assign low performers with mild disabilities
to the alternate assessment based on alternate achievement standards. The Journal of
Special Education, 47(3), 162-185.
Dorn, S. (2010). The political dilemmas of formative assessment. Exceptional Children, 76(3),
325-338.
Fletcher, T. V., Navarrete, L. A. (2011). Learning disabilities or difference: A critical look at
issues associated with the misidentification and placement of hispanic students in special
education programs. Rural Special Education Quarterly, 30(1), 30-38.
Karvonen, M., Wakeman, S., Flowers, C., & Moody, S. (2013). The Relationship of Teachers'
Instructional Decisions and Beliefs about Alternate Assessments to Student Achievement.
Exceptionality, 21(4), 238-255.
Lai, S. A., & Berkeley, S. (2012). High-Stakes test accommodations: Research and practice.
Learning Disability Quarterly 35(3), 158-169.
Lebeer, J., Birta-Székely, N., Demeter, K., Bohács, K., Candeias, A.A., Sønnesyn, G., Partanen,
P., & Dawson, L. (2012). Re-assessing the current assessment practice of children with
special education needs in Europe, School Psychology International, 33(1), 69-93.
Park, Y., Benedict, A. E., & Brownell, M.T. (2014). Construct and predictive validity of the
CORE phonics survey: A diagnostic assessment for students with specific learning
disabilities, Exceptionality, 22(1), 33-65.
Stockall, N., & Smith, R. E. (2013). Alternative assessment portfolios for students with
intellectual disabilities: A case study. Exceptionality, 21(3), 127-159.
SPECIAL EDUCATION PUBLICATION WEBSITES
Teaching Exceptional Children http://journals.sped.org/index.cfm?fuseaction=tec_toc
Exceptional Children http://journals.sped.org/index.cfm?fuseaction=ec_toc
CEC Today Online http://www.cec.sped.org/bk/cectoday/index.html
Special Education/Gifted Education Journals http://ericec.org/fact/journals.html
The Journal of Special Education http://www.proedinc.com/jse.html
Remedial and Special Education http://rse.sagepub.com/
Intervention in School and Clinic http://isc.sagepub.com/
Journal of Learning Disabilities http://ldx.sagepub.com/