Issues and Strategies in Assessment - Exam 2 | EDSP 350 | Exams School management&administration

qkd64o-344574-2768053-edsp350outlinefall06-doc.doc

St. Thomas Aquinas College

Division of Teacher Education

Educators are informed decision-makers

who create effective learning environments for all students.

EDSP 350: Issues & Strategies in Assessment

Anne L. Gross, Ph.D. Naughton Hall 2nd floor; 845-398-4156, e-mail: agross@stac.edu

Office Hours: Monday & Wednesday 10:30 - 11:30 AM; Tuesday 10:30 AM – 12:30 PM

COURSE DESCRIPTION

Basic statistical concepts related to educational assessment practice and an introduction to formal

and informal assessment procedures used in special and regular education. Examination of the

use of assessment information to develop IEP goals and objectives, the communication of

assessment information during IEP conferences, and issues related to fair assessment practices.

Prerequisite: EDSP 241. Field experiences required.

COURSE OBJECTIVES

Knowledge—Candidates will:

Assessment, Diagnosis, and Evaluation

1. define assessment and discuss various purposes of assessment .

2. describe the assessment process in education (e.g., screening, prereferral, referral,

classification, placement; formal, informal assessment).

3. discuss components of the IEP process and a comprehensive assessment for the purpose of

classification.

4. describe procedures used in non-discriminatory assessment of students referred for special

education services.

5. explain statistical concepts related to educational assessment .

6. discuss the characteristics of assessment measures that allow the user to judge their quality

7. discuss the uses and advantages/disadvantages of different types of assessment measures.

Communication and Collaborative Partnerships

8. describe effective communication skills for sharing assessment information with parents and

professionals.

9. explain how to use the information in a psychoeducational report to develop initial

instructional objectives.

10. discuss ethical standards that govern the use and interpretation of tests used in educational

settings.

Skills—Candidates will:

Assessment, Diagnosis, and Evaluation

1. use a spreadsheet program to organize data and calculate basic descriptive statistics.

2. describe how standardized tests are constructed and the basic steps in test administration.

3. administer, score and interpret a diagnostic achievement test.

Communication and Collaborative Partnerships

4. interpret educational assessment reports and write initial instructional objectives.

5. summarize assessment information in writing for parents and professionals.

6. explain by example how to gather background information about a student and select

assessment measures for particular purposes (e.g., global assessment versus assessment of

specific skills; assessment for grading versus assessment to monitor progress).

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qkd64o-344574-2768053-edsp350outlinefall06-doc.doc St. Thomas Aquinas College Division of Teacher Education Educators are informed decision-makers who create effective learning environments for all students.

EDSP 350: Issues & Strategies in Assessment

Anne L. Gross, Ph.D. Naughton Hall 2nd^ floor; 845-398-4156, e-mail: agross@stac.edu

Office Hours: Monday & Wednesday 10:30 - 11:30 AM; Tuesday 10:30 AM – 12:30 PM

COURSE DESCRIPTION

Basic statistical concepts related to educational assessment practice and an introduction to formal

and informal assessment procedures used in special and regular education. Examination of the

use of assessment information to develop IEP goals and objectives, the communication of

assessment information during IEP conferences, and issues related to fair assessment practices.

Prerequisite: EDSP 241. Field experiences required.

COURSE OBJECTIVES

Knowledge—Candidates will:

Assessment, Diagnosis, and Evaluation

1. define assessment and discuss various purposes of assessment.

2. describe the assessment process in education (e.g., screening, prereferral, referral,

classification, placement; formal, informal assessment).

3. discuss components of the IEP process and a comprehensive assessment for the purpose of

classification.

4. describe procedures used in non-discriminatory assessment of students referred for special

education services.

5. explain statistical concepts related to educational assessment.

6. discuss the characteristics of assessment measures that allow the user to judge their quality

7. discuss the uses and advantages/disadvantages of different types of assessment measures.

Communication and Collaborative Partnerships

8. describe effective communication skills for sharing assessment information with parents and

professionals.

9. explain how to use the information in a psychoeducational report to develop initial

instructional objectives.

10. discuss ethical standards that govern the use and interpretation of tests used in educational

settings.

Skills—Candidates will:

Assessment, Diagnosis, and Evaluation

1. use a spreadsheet program to organize data and calculate basic descriptive statistics.

2. describe how standardized tests are constructed and the basic steps in test administration.

3. administer, score and interpret a diagnostic achievement test.

Communication and Collaborative Partnerships

4. interpret educational assessment reports and write initial instructional objectives.

5. summarize assessment information in writing for parents and professionals.

6. explain by example how to gather background information about a student and select

assessment measures for particular purposes (e.g., global assessment versus assessment of

specific skills; assessment for grading versus assessment to monitor progress).

COURSE FORMAT

Class sessions will include lectures, discussions, activities and graded assignments.

EVALUATION

Grades will be assigned following the guidelines in the College Catalog. The amount that each

assignment contributes to the final grade is indicated in the course requirements.

REQUIRED READINGS

Required Textbooks & Readings:

Overton, Terry. (2006). Assessment in special education: An applied approach (fourth edition).

Upper Saddle River, NJ: Merrill, Prentice-Hall.

Gross, Anne L. (2003). Descriptive statistics for future teachers. Sparkill, NY: St. Thomas

Aquinas College.

ASSIGNMENTS

1. Homework Assignments (10%)

The purpose of these assignments is to allow you to develop your understanding of

statistical concepts and their use in assessment.

2. Examination (30%)

There will be one examination. The purpose of this examination is to allow you to

demonstrate your understanding of statistical concepts and their use in assessment.

3. In-Class Application Assignments (40%)

The purpose of these assignments is to allow you to demonstrate your skill in

implementing assessment procedures. Candidates will complete a set of 3 assignments

involving the use of formal and informal assessment measures; interpreting standardized

test results and using curriculum-based measurement to monitor student progress.

4. Field Experience Essay (20%)

The purpose of this assignment is to allow you to demonstrate your understanding of

the concepts of content validity and test reliability as they apply to informal assessment

procedures. In your essay, discuss the concepts of content validity and test reliability as

they apply to the way the classroom teacher designs and uses informal assessment

procedures to evaluate students’ progress.

Field experiences: Candidates are expected to complete weekly observations of students

with mild/moderate disabilities in a classroom setting. A copy of the field experiences time

sheet must be submitted to the professor before week 14 of the semester. Candidates seeking

special education certification must complete 150 hours of field experiences prior to student

teaching. Candidates seeking Childhood Education or Adolescence Education certification must

complete 100 hours of field experiences prior to student teaching.

In-Class Application Assignments

The purpose of these assignments is to allow you to demonstrate your skill implementing

assessment procedures. Candidates will complete a set of 3 assignments involving the use of

formal and informal assessment measures; interpreting standardized test results and using

curriculum-based measurement to monitor student progress.

Assignment #1: Interpretation of a Diagnostic Achievement Test.

Write an essay in which you summarize a student’s performance on the WRMT-R. What are the

student’s strengths and weaknesses? The essay should be one to two pages in length.

Assignment #2: Using curriculum based measurement.

1. Reading: Use the quarter-intersect procedure to chart a student’s progress in reading. Using

the benchmark goals, plot the aim rate for the student.

2. Spelling: Use CBM procedures to score a student’s response to a spelling probe. Compare

the student’s score on the probe to how it would be scored if it was a traditional weekly

spelling test.

3. Write an essay in which you discuss the benefits and limitations of using curriculum-based

measurement to monitor a student’s progress during instruction. Use APA format and

support your ideas with specific examples from the application tasks. The essay should be

two to three pages in length. Append the two completed CBM tasks to your essay.

Assignment #3: Interpretation of an Educational Evaluation Report

Interpret the test results on an IEP and write a brief summary of the student’s present level of

performance in the area of reading (i.e., identify his areas of strength and weakness). The

summary should be one to two pages in length.

Evaluation & Grading of the Application Assignments

Rating Indicator

Indicator Not Met

Indicator Partially Met

Indicator Met Score Application Assignments #1: Interpretation of a Standardized Test Interpretation of Test Results Statements about student’s strengths and weaknesses are not supported by the assessment data. Statements about student’s strengths and weaknesses are mostly correct and supported by the assessment data. Statements about student’s strengths and weaknesses are correct and supported by the assessment data. Use of Professional Terminology of Assessment Practice Wording of the interpretation is incorrect. Wording of the interpretation is mostly correct. Wording of the interpretation is correct. Written Expression Illegible and/or organization and presentation of ideas is limited; many spelling, grammatical, or mechanical errors; does not follow APA format. Legible; Organization is apparent and generally effective; professional presentation; few spelling, grammatical or mechanical errors; APA format. Legible; Cohesive organization, professional presentation; free from spelling, grammatical, or mechanical errors; APA format. Application Assignment #2 : Use of Curriculum-Based Measurement Procedures Use of Curriculum- Based Measurement Procedures to Evaluate Student Performance Error analysis, scoring of work sample is incorrect or incomplete. Error analysis and scoring of work sample is mostly correct. Analysis of errors on work sample is mostly correct and/or scoring of items is mostly correct. Error analysis and scoring of work sample is correct. Work sample shows clearly the analysis of errors and the accurate scoring of each item. Use of Curriculum- Based Measurement Procedures to Inform Instructional Decisions Student data and benchmarks are not used correctly to create a CBM chart; Decisions based on chart do not follow CBM procedures. Student data and benchmarks are used correctly to create a CBM chart. Decisions are based on a single charting procedure and follow CBM decision rules. Student data and benchmarks are used correctly to create a CBM chart. Decisions are based on two charting procedures and are accurate. Understanding of the benefits and limitations of CBM Essay does not discuss curriculum-based measurement. Essay presents an example of the way CBM is used to monitor student progress. Essay discusses the technical qualities (e.g., reliability, validity, content validity) of curriculum-based measurement along with an example of the way CBM is used to monitor student progress. Written Expression Illegible and/or organization and presentation of ideas is limited; many spelling, grammatical, or Legible; Organization is apparent and generally effective; professional presentation; few spelling, grammatical or Legible; Cohesive organization, professional presentation; free from spelling, grammatical, or mechanical errors; APA

Essay

Informal Assessment of Mastery in a Field Experience Classroom

The purpose of this assignment is to allow you to demonstrate your understanding of the

concepts of content validity and reliability as they apply to informal assessment procedures.

In your essay, discuss the concepts of content validity and reliability as they apply to the way

the classroom teacher designs and uses informal assessment procedures to evaluate students’

progress. How does the teacher assure that her tests or assessments have content validity? How

does the teacher assure that the scores (i.e., grades) students earn on tests or other assessments are

reliable and accurately reflect students’ knowledge and skills?

The focus of this essay is informal assessment of mastery. Do not confuse informal

assessment of mastery with the techniques that teachers use during lessons to evaluate the

effectiveness of their instruction. Do not to confuse instructional and practice activities with

informal assessment activities.

In addition to your weekly observations in field classrooms, you may find it helpful to

interview the classroom teacher to obtain additional information about his/her use of informal

assessment.

Evaluation and Grading of the Essay

The following criteria will be used to evaluate the essay:

Content (0-8 points):

1. Describes specific academic assessment measures used in the field classroom

2. Explains how the concepts of content validity and test reliability apply to the assessment

measures.

3. Identifies potential benefits/difficulties in the use of the assessment measures to determine

students’ mastery of academic concepts and skills.

4. Provides plausible reasons and remedies for the difficulties

5. Uses information from the text to support the analysis

Organization (0-1 point):

6. The essay has a structure that is apparent and the writer’s line of thought is easy to follow

(e.g., paragraph structure, coherent, connected internally).

Presentation (0-1 point):

7. Accurate use of the professional terminology of assessment practice.

8. Professional presentation; well formed sentences, variety in sentence structure and

vocabulary, free from grammatical, spelling, and typographical errors; APA format.

Grading:

Above Standard. (10 points)

At Standard. (8-9 points)

Approaching Standard. (7 points)

Unacceptable. (6 points)

F) Unacceptable. (0-5 points)

Reading Assignments Session Topics & Assignments to be completed in class

HWK#

Week # Chapter 4 DSFT 7 Correlation, Standard Error & Reliability 8 HWK# Week # Chapter 4 DSFT 9 Validity & Validity of Test Use; Types of Standardized Tests 10 EXAM Week # Chapter 8 11 Aptitude & Achievement Tests 12 Week # Chapters 7 & 8

ESSAY

Test Administration; Aptitude & Achievement Tests 14 Week # Chapters 8 & 9 15 Interpretation of a Standardized Diagnostic Test; Measures of 16 Intelligence Week # Chapter 5 17 Application Assignment # Interpretation of a Standardized Diagnostic Test; Teacher-Made Assessments; Curriculum-Based Measurement Bring a pencil, eraser and ruler to class

Week # Chapter 5 19 Curriculum-Based Measurement & Error Analysis Bring a pencil, eraser and ruler to class Application Assignment #

Week # Chapter 5 21 Application Assignment # Teacher-Made Assessments

Week # Chapter 6 23 Accommodations for Students with Disabilities Psychological Report; IEP Goals & Objectives

Week # Chapter 11 25 Reading an Educational Evaluation Report Application Assignment #

Week # 14 Chapters 2 & 5 27 Alternative Assessment 28 Ethics

Issues and Strategies in Assessment - Exam 2 | EDSP 350, Exams of School management&administration

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Partial preview of the text

Download Issues and Strategies in Assessment - Exam 2 | EDSP 350 and more Exams School management&administration in PDF only on Docsity!

EDSP 350: Issues & Strategies in Assessment

Anne L. Gross, Ph.D. Naughton Hall 2nd^ floor; 845-398-4156, e-mail: agross@stac.edu

Office Hours: Monday & Wednesday 10:30 - 11:30 AM; Tuesday 10:30 AM – 12:30 PM

COURSE DESCRIPTION

Basic statistical concepts related to educational assessment practice and an introduction to formal

and informal assessment procedures used in special and regular education. Examination of the

use of assessment information to develop IEP goals and objectives, the communication of

assessment information during IEP conferences, and issues related to fair assessment practices.

Prerequisite: EDSP 241. Field experiences required.

COURSE OBJECTIVES

Knowledge—Candidates will:

Assessment, Diagnosis, and Evaluation

1. define assessment and discuss various purposes of assessment.

2. describe the assessment process in education (e.g., screening, prereferral, referral,

classification, placement; formal, informal assessment).

3. discuss components of the IEP process and a comprehensive assessment for the purpose of

classification.

4. describe procedures used in non-discriminatory assessment of students referred for special

education services.

5. explain statistical concepts related to educational assessment.

6. discuss the characteristics of assessment measures that allow the user to judge their quality

7. discuss the uses and advantages/disadvantages of different types of assessment measures.

Communication and Collaborative Partnerships

8. describe effective communication skills for sharing assessment information with parents and

professionals.

9. explain how to use the information in a psychoeducational report to develop initial

instructional objectives.

10. discuss ethical standards that govern the use and interpretation of tests used in educational

settings.

Skills—Candidates will:

Assessment, Diagnosis, and Evaluation

1. use a spreadsheet program to organize data and calculate basic descriptive statistics.

2. describe how standardized tests are constructed and the basic steps in test administration.

3. administer, score and interpret a diagnostic achievement test.

Communication and Collaborative Partnerships

4. interpret educational assessment reports and write initial instructional objectives.

5. summarize assessment information in writing for parents and professionals.

6. explain by example how to gather background information about a student and select

assessment measures for particular purposes (e.g., global assessment versus assessment of

specific skills; assessment for grading versus assessment to monitor progress).

COURSE FORMAT

Class sessions will include lectures, discussions, activities and graded assignments.

EVALUATION

Grades will be assigned following the guidelines in the College Catalog. The amount that each

assignment contributes to the final grade is indicated in the course requirements.

REQUIRED READINGS

Required Textbooks & Readings:

Overton, Terry. (2006). Assessment in special education: An applied approach (fourth edition).

Upper Saddle River, NJ: Merrill, Prentice-Hall.

Gross, Anne L. (2003). Descriptive statistics for future teachers. Sparkill, NY: St. Thomas

Aquinas College.

ASSIGNMENTS

1. Homework Assignments (10%)

The purpose of these assignments is to allow you to develop your understanding of

statistical concepts and their use in assessment.

2. Examination (30%)

There will be one examination. The purpose of this examination is to allow you to

demonstrate your understanding of statistical concepts and their use in assessment.

3. In-Class Application Assignments (40%)

The purpose of these assignments is to allow you to demonstrate your skill in

implementing assessment procedures. Candidates will complete a set of 3 assignments

involving the use of formal and informal assessment measures; interpreting standardized

test results and using curriculum-based measurement to monitor student progress.

4. Field Experience Essay (20%)

The purpose of this assignment is to allow you to demonstrate your understanding of

the concepts of content validity and test reliability as they apply to informal assessment

procedures. In your essay, discuss the concepts of content validity and test reliability as

they apply to the way the classroom teacher designs and uses informal assessment

procedures to evaluate students’ progress.

Field experiences: Candidates are expected to complete weekly observations of students

with mild/moderate disabilities in a classroom setting. A copy of the field experiences time

sheet must be submitted to the professor before week 14 of the semester. Candidates seeking

special education certification must complete 150 hours of field experiences prior to student

teaching. Candidates seeking Childhood Education or Adolescence Education certification must

complete 100 hours of field experiences prior to student teaching.

In-Class Application Assignments