Required Assignments

Grading Scale

Course Calendar

Practice the quizzes (TEXTBOOK)

EEX 4221  Educational Assessment of Exceptional Students

Fall 2004

This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix & Number: EEX 4221

Credit Hours:  Three (3)          

Co/Prerequisites: EEX 3010, EDF 4430                

Date & Time:    T, R  5:40 PM TO 6:55 PM

Professor Information: María M. Sifre-McMann  e-mail: mcmann8325@bellsouth.net

I. COURSE DESCRIPTION:  This course is a study of theory and practice of informal and formal assessment of behavior and/or learning problems.  Practice with evaluation instruments and curriculum based assessment strategies are key components of the course.  Use of assessment information in designing academic K-12 curriculum plans is taught.

II. COURSE COMPETENCIES:                      UP

1. The student will demonstrate an understanding of legal and ethical issues surrounding special education assessment by:

1. reviewing legislation and landmark cases which have shaped practices in exceptional student education.

2. writing opinions of what would constitute ethical behavior in realistic situations.

3. discussing the public trust placed in all teachers, but particularly teachers of the most vulnerable students.

4. practicing ethical, professional behaviors when evaluating a K-12 student, including maintaining confidentiality, reporting valid, reputable data and communicating results in a professional manner.

2. The student will demonstrate an understanding of the strengths, weaknesses and uses of a wide variety of formal and informal evaluation techniques and instruments by:

1. analyzing the educational uses of informal assessment, curriculum-based assessment, portfolio assessment, norm-referenced tests, criterion-referenced tests, ecological assessment, learning styles assessment and behavioral assessments/rating scales.

2. interpreting basic statistical data and scoring terminology.

3. appraising the usefulness of various techniques/instruments in a school setting.

3. The student will demonstrate an understanding of how to administer and score formal evaluation instruments by:

1. shadowing and coaching another student as s/he performs and scores a mock administration of at least one formal evaluation instrument.

2. administering  two formal evaluation instruments to a K-12 student, scoring them,  writing a professional report including suggestions for academic planning, and sharing this report with the K-12 student’s teacher(s).

4. The student will demonstrate an understanding of the relationships between basic assessment concepts, human development, and effective exceptional educational planning by:

1. justifying choices of evaluation instruments/techniques for use in case studies of students of different ages and with different challenges.

2. constructing a mock IEP reflecting a K-12 student’s developmental stage.

5. The student will demonstrate an understanding of the evaluation process including contributing to Child Study Teams, interpreting test data, diagnosing a suspected disability, conferring with and sharing evaluations with parents, and writing Individual Educational Plans (IEP) by:

1. creating a flow chart with details about each step of the evaluation process.

2. listing key diagnostic points for major disability categories.

3. practicing professional presentation of observations and professional consultation skills needed when working with parents and other professionals.

4. writing a mock IEP based on specific case study information.

III.  REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS                      UP

Overton, Terry (2003), Assessing Learners with Special Needs: an Applied Approach.

Columbus, Ohio: Merrill Prentice Hall. (ISBN: 0-13-769373-7)

Gibb, G. and Dyches, T. (2000).  Guide to Writing Quality Individualized Education Programs.  Boston, MA:  Allyn and Bacon.

III. SUPPLEMENTARY READINGS AND REFERENCES

Cooper, J.  and TenBrink, T. (2003).  Educator’s Guide to Classroom Assessment

Boston: Houghton Mifflin. 

FL DOE.  (2000).  Developing Quality Individual Educational Plans.  Tallahassee, FL.

IV. METHODS OF INSTRUCTION

Instruction will consist of: lecture, class discussion, case study, role-playing, reflective writing, mock administrations, and group projects.

V. TECHNOLOGY/AUDIO/VIDEO

Some electronic scoring may or may not be available, depending upon the instrument assigned.

VI. SUPPLIES

Class assignments require some supplies and/or copies.

VII. CHILD-BASED EXPERIENCE

SOE students will be expected to provide a “subject” for practice academic testing.  The subject tested cannot be related to the evaluator in any way, but classmates may exchange subjects.  This testing will be completed during class time, on campus and under supervision.  There will be two instruments administered.  Parental permission must be obtained.  A report of the testing will be written and, after the report is approved by the instructor, the evaluator will share this with the child’s parent (s).

VIII.COURSE REQUIREMENTS & EXPECTATIONS                      UP

A. ATTENDANCE & WITHDRAWAL POLICY

Students are required to attend class.  Up to the date of the last day to withdraw, a student may be dropped because of excessive absences with four (4) or more hours of absences.  After this last drop date, no "W" grade will be given.  Due to the participatory nature of this course, attendance is essential. 

B. ASSIGNMENTS                      UP

Work is expected to be of college quality.  Papers are to be electronically processed, with pages stapled together and a cover sheet or electronically e-mailed or put in course assignment drop box.  Since prospective teachers will eventually serve as role models for their own students, written work will be evaluated on the basis of the proper grammar, spelling and usage, content, etc.  Assignments are due the class period for which they are required.

C. EXAMS

Exams will include information from class lectures, class activities and the course text(s) and supplemental materials.  Class lectures will not always review information from the students’ reading assignments.  It is the responsibility of School of Education student to read the text, ask questions, and take notes during lectures and group presentations.  Students who miss chapter tests, previously announced quizzes, or other major assignments on scheduled dates may or may not be permitted to make them up. 

D. GRADING SCALE                      UP

The grading scale for the School of Education is:

A grade of I (incomplete) can be assigned only under the following conditions.

1.       The student requests the grade of incomplete.

2.       The student has completed all exams up to that time with the possible exception of the last unit exam and/or the final exam.

3.       The student has completed all assignments up to that time.

4.       The student has at least a C average up to that time.

5.       The circumstances that prevent the student from completing the course by the end of the term must be extenuating and documentable.

6.       The student must agree to make up the missing work by a date specified by the instructor or by the end of the next major term, whichever is earlier.  This agreement must be formalized by completing the College’s Agreement for a Grade of Incomplete form.

E.         REQUIRED ASSESSMENTS “How you earn your grade”                       UP

 **All assignments must be successfully completed in order to pass the class.**  See course calendar for other assignments required in the course. If an assignment does not receive a grade of C or above, the instructor will work with the student to improve the understanding of the concept and performance of the assignment until passing work is produced.

VIII. ALTERNATE INSTRUCTION/LEARNING SUPPORT CENTERS

Students who need help completing assignments or with work in-class are encouraged to seek help at their campus support centers.

IX. AMERICANS WITH DISABILITY ACT (ADA) STATEMENT:

Students who have a disability that might affect their performance in this class are encouraged to contact Access Services at this campus, in confidence, as soon as possible.

X. ACADEMIC INTEGRITY                      UP

Please be aware that I support the College’s policies about academic integrity and honesty.

This includes its policies regarding cheating, plagiarism, and fabrication of information. It is your responsibility to fully understand what those policies are; as such, you are encouraged to get a copy of and read these policies carefully and thoroughly (Student Rights and Responsibilities Handbook.)

A. Cheating - The improper taking or tendering of any information or material which shall be used to determine academic credit.  Taking of information includes, but is not limited to, copying graded homework assignments from another student; working together with another individual(s) on a take-home test or homework when not specifically permitted by the instructor; looking or attempting to look at another student’s paper during an examination and; looking or attempting to look at text or notes during an examination when not permitted.  Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; sharing information on a graded assignment.

B. Plagiarism - The attempt to represent the work of another as the product of one’s own thought, whether the other’s work is published or unpublished, or simply the work of a fellow student.  Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an exam, term paper, homework, or other written materials or oral presentations for an academic requirement; submitting a paper which was purchased from a term paper service as your own work; submitting anyone else’s paper as your own work.

C. Copyright law - The attempt to represent the work of another as the product of one’s own thought, whether the other’s work is written or found on the Internet or simply the work of a fellow student, violates the copyright laws. It is not limited to quoting oral or written materials, it includes photographs, clipart and music samples. For an academic requirement; submitting a paper, image, and/or music which was copied from website as your own work; submitting anyone else’s paper as your own work is considered a breach of copyright laws unless they fall into the guidelines of the Teach Act http://www.lib.ncsu.edu/scc/legislative/teachkit/

All class notes, lecture outlines, class assignments, examinations, and any other course information are copyrighted material and may not be copied or distributed in any format or for any purpose.

XII. COURSE CALENDAR                       UP

FOR THE FOLLOWING FIVE DAYS, GROUPS WILL ROTATE THROUGH ACTIVITIES. ABBREVIATION KEY:

Assignments are due the next class meeting after your group performs the activity.