Introduction

This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The use of a range of informal assessment measures in the academic and social skills areas will form the core of the content to be covered. The presentation of assessment information in an acceptable format to parents and teachers will also be addressed.

The course is organized into four major sections. Each section has a number of chapters that highlight new, sometimes controversial, but always relevant, views or practices to this most dynamic of educational fields. Each section will include a list of objectives, which will help you focus your readings and discussions as well as clarify tasks that you should undertake to marry theory and practice.

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found, in the Help section of your course.

Course Materials
Title: Educational Assessment: Assessing Student Learning in the Classroom

Author: Dr. A.N. (Bob) Pillay

Instructor: Dr. A.N. (Bob) Pillay

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Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a CBI distance-learning course are expected to adhere to the following standards of academic conduct.

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

Course Objectives

At the conclusion of this course students will be able to:

· Discuss the need for authentic educational assessment in the light of current expectations of schools.

· Describe any past or current governmental initiatives that either impact educational assessment or define it, and explain the rationale for the initiatives.

· Describe the major steps in the assessment process.

· Outline the procedure for processing referrals for assessment.

· Select and discuss appropriate informal assessment measures.

· Demonstrate by discussion or writing the major components for completing a report to a parent/school.

· Discuss how to make educational or behavioral recommendations based on assessment data.

Course Description

This course will cover many areas and topics on educational assessment. The following is an outline of the topics that will be discussed in each chapter of the course.

Chapter 1: Overview and the Nature of Assessment

Course Overview

Assessment Rationale

Introduction to Assessment

Assessment for a New Age

The Changing Landscape

The Need for a New Vision

Emerging Trends in Assessment

The Challenge for all Teachers

Writing Exercise: The Leaders’ Forum

Introduction to the Nature of Assessment

Definition of Assessment

Purposes of Assessment

Educational Assessment Principles

Some Measurement Concepts

The Classroom Teacher: An Observation Specialist

Teacher Assessment Competencies

Steps in Assessment

Chapter 2: Types of Assessment

Introduction

Assessment Models

Formal Assessment

Informal Assessment

Discrepancy Analysis

Performance Assessment

Portfolio Assessment

Rubric

Clinical Judgment

Chapter 3: Methods of Assessment and Linking to Instruction

Introduction

Observation

Task Analysis

Checklists

Linking Assessment to Instruction

Individualized Education Plan

Chapter 4: Putting it all Together and Writing an Assessment Report

Introduction

Informal Assessment

Assumptions

Writing an Assessment Report

Some of the sections in a chapter may pose a question for response. As a student you should address these questions and make notes to yourself about your responses. Some of these questions may be the basis for examination questions. While you are encouraged to write brief notes or responses to these course questions you are not required to submit your written responses for assessment. These questions are designed to help you gather your thoughts around the topic and to present a cogent, cohesive discussion of the topic. What you write will become your notes for a study guide. It is suggested you visit the questions again at the end of the program to see whether further reading and skill development has reaffirmed, changed or challenged your original thoughts.

Student Expectations

As a student, you will be expected to:

· Complete all information sections covering Education Assessment, showing a competent understanding of the material presented.

· Complete all exams covering Education Assessment, showing a competent understanding of the material presented.

· Complete a review of any section on which your examination score was below 70%.

· Retake any section examination, after completing an information review, to increase that final examination score to a minimum of 70% (maximum of three attempts).

· Complete a course evaluation form at the end of the course.

Examinations

At the end of each section, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam section before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

Instructor Description

Dr. Bob Pillay is a doctoral-level instructor who has been teaching in the field of Special Education for the past 30 years. Dr. Pillay has received numerous national and international awards for his research in the field. He has headed boards and committees in more than five countries to develop and strengthen special services for Australia, the Philippines, and Southeast Asia. Dr. Pillay has extensive knowledge of special education issues in the USA due to his doctoral studies at the University of Louisville. He is currently a Senior Fellow in Special Education at the University of Melbourne.

Contacting the Instructor

You may contact the instructor by emailing bobp@virtualeduc.com or by calling (509) 891-7219 Monday through Friday. When calling during office hours messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

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Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted, and how to submit your completed information.

Bibliography (suggested reading)
Alper, S., Ryndak, D.L. and Schloss, C.N. Alternative Assessment of Students with Disabilities in Inclusive

Settings. Needham Heights, Massachusetts: Allyn and Bacon, 2001.

Ashlock, R.B. Error Patterns in Computation. Columbus Ohio: Charles E. Merrill, 4th ed., 1990.

Bracey, G.W. “Thinking about Tests and Testing: A Short Primer in Assessment Literacy.” Washington, D.C.

American Youth Policy Forum, 2000.

Brady, L., Kennedy, K., and Marsh, C. Curriculum and Assessment. Sydney: Pearson, 2003.

LeGrange, L. and Reddy, C. Continuous Assessment. Kenwyn: Juta & Company, 2000.

Lerner, J. Learning Disabilities. Boston: Houghton Mifflin, 2003.

McLoughlin, J.A. and Lewis, R.B. Assessing Students with Special Needs. Upper Saddle River, New Jersey:

Pearson/P rentice Hall, 5th ed., 2001.

Nitko, A.J. Educational Assessment of Students. Upper Saddle River, New Jersey: Pearson/Prentice Hall, 4th

ed., 2004.

Olson, L.L. and Platt, J.C. Teaching Students and Adolescents with Special Needs. Upper Saddle River, New

Jersey: Pearson, Merrill/Prentice Hall, 4th ed., 2004.

Sieborger, R. and Macintosh, H. Transforming Assessment. Lansdowne: Juta, 2002.

Vaughn, S., Bos, C.S. and Schumm, J.S. Teaching Exceptional Diverse and At-Risk Students. Boston: Pearson Education Inc., 2003.

Venn, J.J. Assessing Students with Special Needs. Upper Saddle River, New Jersey: Prentice Hall, 2^nd ed.,

2000.

Journals:
Educational Leadership
Exceptional Children
Exceptional Children Quarterly
Exceptional Parent
Focus on Exceptional Children
Journal of Applied Behaviour Analysis
Journal of Learning Disabilities
Journal of Reading
Journal of Special Education
Learning Disabilities Quarterly
Learning Disabilities Research and Practice
Reading Research Quarterly
The Reading Teacher
Remedial and Special Education
Teaching Exceptional Children

Web Sites:
http://www.natd.org/assessmentandevalresources.htm
http://www.ncrel.org/sdrs/areas/as0cont.htm
http://psychology.about.com/od/testing/
http://pareonline.net/
http://home.gwu.edu/~kkid/testing.html
http://nces.ed.gov/nationsreportcard/
http://www.psychoeducational.com/
http://epaa.asu.edu/epaa/v3n6.html
http://rapidintellect.com/AEQweb/ontass

Updated 1/17/10 JN

Introduction

Course Materials Title: Educational Assessment: Assessing Student Learning in the Classroom

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a CBI distance-learning course are expected to adhere to the following standards of academic conduct.

Course Objectives

Examinations

Contacting the Instructor

Technical Questions

_________________________________________________________________________________________________

Course Materials
Title: Educational Assessment: Assessing Student Learning in the Classroom