Course Syllabus
Childhood Education and Special Education/ Touro College Graduate School of Education
*EDSN 640- online : Assessment of Individual Differences in General Education and
Special Education
Spring Syllabus 2023
Course Description:
This course focuses on assessment in general education and special education of individual differences in intelligence, learning potential, personality, motivation, and school achievement; management of data from assessment and monitoring of student progress; characteristics of standardized tests; the role of educational testing in program design and informing instruction, particularly for students with disabilities, including children with autism; assessment of young children; use of achievement tests; introduction to dynamic (or interactive) assessment; differences between static and dynamic assessment; the use of teacher-made informal tests; 3 credits
Student Learning Outcomes):
“Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective ED SE 640 “
Describe, discuss, and utilize basic concepts, terminology, principles and procedures for the assessment of children
Describe and discuss use of alternative assessment, such as authentic assessment, portfolio assessment, etc., in the monitoring progress of students with disabilities.
Construct a unit assessment that includes selected response, constructed response, informal assessment, and at least one performance task with a rubric.
Explain and ultimately demonstrate ways assessment is used in conjunction with differentiated instruction in general and special education.
Discuss and analyze ethical responsibilities in assessment, especially the assessment of special needs learners.
University Statement on Needed Accommodations or Adaptions (Boilerplate) If you are a qualified student with a disability seeking accommodations under the American with Disability Act or Section 504, The Rehabilitation Act, please see the course instructor at the soonest possible time for special arrangements, seating, and other accommodations.
University Academic Integrity Statement from President Alan Kadish (Boilerplate) Touro College and University System is a community of scholars and learners committed to maintaining the highest standards of tampering (unauthorized removal or alteration of College documents, software, equipment, or other academic-related materials, including other students’ work) x lying x working with others when assignments or exams require individual work x making unauthorized copies of copyrighted material x facilitating or tolerating the dishonesty of others Academic dishonesty lowers scholastic quality and adversely affects those who will eventually depend on the knowledge and integrity of our graduates. Failure to uphold the principles of academic integrity negatively SpEd 640 Graduate Programs in Education and Special Education Back to Table of Contents Page 14 impacts the reputation of Touro, the value of each and every degree awarded by the institution, and the future success of our graduates. The Touro College and University System views violation of academic integrity with the utmost gravity. Such violations will lead to appropriate sanctions, from failure in coursework up to and including expulsion from the Touro College and University System. We commit ourselves to the shared vision of academic excellence that can only flourish in a climate of integrity. ~~~ All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the State Education Department. For these purposes, samples of students’ work are made available to those professionals conducting the review. If you do not wish to have your work available for these purposes, please let the professor know before the start of the second class. Your cooperation is greatly appreciated.
Assessment of Individual Differences in General Education and Special Education
Grading Policy:
Class Participation and Attendance (25% of grade)
Chapter Reflections (15% of grade)
PPT Project: Performance or Project Assessment (25% of grade)
Final Exam (35% of grade)
Assignments MUST be submitted through CANVAS NOT EMAILED
***Papers can be handed in before the due date as well as on the due date so they are received on time. Late projects will lose points. There are never any exceptions made for this college policy.
Requirements (EdSE640): If you drop the course contact the college directly and immediately; there is only a brief amount of time for dropping the course, please contact the college for details. Please register online by the second class contact the college directly for procedures. Students are expected to arrive in class on time and remain in class for the duration of the class session with their cameras on. ..Leaving early is the same as arriving late. The college has a very strict incomplete policy; do not take this class if you will want to receive an INC. Please complete exams and projects by the due date. Active participation in classroom activities and discussions is expected. The Professor will not accept submitted draft papers or projects for inspection , as per university policy, only completed papers submitted in Canvas. Please do not miss the final exam and due to this policy your grade will be reduced; there is no make-up for the final exam.
Methods
Lecture
Discussion
On-Line engagement tools
Projects
Videos
Breakout Rooms
Textbook: required text Assessment in Special and inclusive classrooms 12th edition (only purchase the 12th edition)
Salvia yeseldyke and bolt
Cengage learning or Wadsworth Learning
These following texts are recommended and optional. The professor will cover the salient information during classroom learning. The final exam is based upon the lectures and the required text not the following optional texts
“Assessment of Student Achievement” Authors: N.E. Grondland
“Assessment of Children and Youth with Special Needs” L. Cohen and L. Spenciner
“Assessment in early childhood Education” Author: Sue C. Wortham
“Enhancing Professional Practice A Framework for Teaching “ C. Danielson
Assessment of Individual Differences in General Education and Special Education
Course Project Directions
Attendance and Participation Grade (25 % of grade)
You will receive a ½ point during each class for attending the class with your camera on. You will earn another ½ point for being on time and staying till the end of the class. Additionally, you will receive 1 point for participating by either making a substantial comment about another student’s point of view or stating your point of view during our whole class discussions. The Professor will monitor this closely and there are no exceptions to this college policy.
Textbook Chapter Reflection Related to the Required Textbook (15 %)
DUE: at least by 4/23/23 by 11:00 or earlier to be marked as on time
You must submit the entire project in one submission
You can only submit in CANVAS not email
At you scroll down this syllabus you will see the organization of the Textbook Chapter bullet points.
You will address any two of the bullet points in batch A, batch B and a choice of your own batch. Read the chapters then write a 3 paragraph reflection of each of two bullet points per batch Each of the 3 paragraphs must be between 4-6 sentences.
The first area of bullet points you will write about is under the heading of
A)Diagnostics of Reading and Mathematics (Salvia & Ysseldyke Chapters 12 & 13)
(Salvia & Ysseldyke Chapters 12,13)
You will address any 2 of the bullet points. Read the chapters then write a 3 paragraph reflection each of any 2 bullet points from Chapters 3,4, and 5. Each of the 3 paragraphs for each bullet point must be between 4-6 sentences.
The SECOND area of bullet points you will write about is under the heading of B) PSYCHOMETRICS – Norms, Reliability, Validity, The Meaning of Scores
(Salvia & Ysseldyke Chapters (3,4,&5)
You will address any 2 of the bullet points. Read the chapters then write a 3 paragraph reflection each of any 2 bullet points from Chapters 3,4, and 5. Each of the 3 paragraphs for each bullet point must be between 4-6 sentences.
The final area of bullet points you will write about is under the heading of under any heading that you choose (you have a choice of C-I)
You will address any two of the bullet points. Read the chapter that you choose then write a 3 paragraph for each bullet point reflection of any 2 bullet points from the chapter of your choice Each of the 3 paragraphs for each bullet point must be between 4-6 sentences.
.
A: Diagnostics of Reading and Mathematics (Salvia & Ysseldyke Chapters 12 & 13)
What are the differences and examples of Phonic Analysis and Structural Analysis, phoenemes, and morphenes?
.What are five different kinds of reading comprehension and explanations of each?
.What are the differences between the ways that math has been taught?
.What are some of NCTM standards of Mathematics and give some examples of how they can be assessed?
B. PSYCHOMETRICS – Norms, Reliability, Validity, The Meaning of Scores
(Salvia & Ysseldyke Chapters 3 & 4)
Salvia & Ysseldyke Chapter 5)
What does it mean for an assessment to be “valid?” What evidence should you consider when deciding whether an assessment is valid?
What does it mean for an assessment to be “reliable?” What evidence should you consider when deciding whether an assessment is valid?
How should the author of a test demonstrate that the normative sample is representative of: the population of children attending school in the United States; of the population you are interested in?
What are the advantages and disadvantages of local norms? How would you develop local norms for the NYC Department of Education?
How are test scores subject to misinterpretation? What kind of scores convey the most meaningful information about a student’s performance to: the student, his/her parents, the general public?
What are the difficulties in developing accountability measures for student growth?
What are the Basic Quantitative Concepts?
C. STRUCTURED OBSERVATION (Salvia & Ysseldyke Chapter 6)
What kinds of behaviors can be operationally defined and targeted for intervention?
What kinds of systematic and non-systematic errors can occur during observation? What can an observer do to minimize the impact of these types of errors?
How do you determine the acceptable norms for classroom behavior for a given classroom?
What do you see as the critical component(s) of an effective classroom environment? How would you assess whether the component(s) is (are) present?
D. TEACHER MADE TESTS/RUBRICS and PORTFOLIOS (Salvia & Ysseldyke, Chapters 7 & 8)
How do you assess your students’ achievement of the content and/or performance standards applicable to the subject(s) you are teaching?
What are you doing to align the standards, assessments, and instruction in your classroom?
What assessment techniques are most appropriate for your students to achieve the desired outcome(s) of your instruction?
How do your students know what criteria are being used to evaluate their performance?
What are the essential components of an effective rubric?
F.
ASSESSMENT OF WRITING AND LANGUAGE (Salvia & Ysseldyke Chapter 13)
What are the key components of an assessment of oral language?
What are the key components of an assessment of written language?
How would you design a writing assessment for your students?
What are the psychometric issues involved in this assessment?
G. ASSESSING INTELLIGENCE AND LEARNING STYLES
(Salvia & Ysseldyke, Chapters 14)
What kinds of behaviors are sampled in most intelligence tests? In tests of learning style?
How does information about these behaviors relate to instructional planning and/or outcomes?
How does information about learning style help us as teachers? What is the research base for your answer?
H.ASSESSMENT OF ELL STUDENTS and ASSESSMENT OF DISABLED STUDENTS
(Salvia & Ysseldyke, Chapter22 and 24)
Have you observed in your practice that there is an overrepresentation of culturally diverse students represented in special education? Why do you think this is so?
What steps should you take to ensure that an English Language Learner (ELL) receives an assessment that measures his/her abilities in a reliable and valid manner?
I. ASSESSMENT IN SOCIAL AND EDUCATIONAL CONCEPTS AND DECISION MAKING IN THE SCHOOLS
(Salvia & Ysseldyke, Chapter1 and 2)
What do letter or numeric grades communicate to students and parents about the quality of the work that was done?
How do you provide feedback to students about the quality of their work? How do your students use that feedback?
Describe how assessment, testing and evaluation are different?
What is the range of assessment practices you are using in your classroom now? What kinds of assessments are they? What are they intended to tell you about your students? What kinds of assessment practices are likely to increase student motivation; how?