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If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Fall 2024 |
| Number: | 0810-720-050 |
| Instructor: | Eileen Gordon |
| Days: | Monday 4:30 pm - 6:20 pm |
| Note: | Online, Both synchronous and asynchronous |
| Location: | Online |
| Credits: | 3 |
| Notes: |
Students must post a completed fieldwork log to Moodle |
| Course Materials: | View Text Books |
| Related Syllabi: |
Eileen Gordon for
Fall 2015* |
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*Attention Students: Please note that the syllabi available for your view on these pages are for example only. The instructors and requirements for each course are subject to change each semester. If you enroll in a particular course, your instructor and course outline may differ from what is presented here. |
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| Description: |
In this course, students will develop an understanding of the assessment process. Various approaches to assessment will be explored including: norm-referenced standardized tests, |
| Learning Goals: |
a. 1. Scholarship: A basic understanding of federal legislation and local regulations that apply to assessment procedures.b. A basic understanding of the evidence-based assessment process and assessment terminology.c. A basic understanding of statistical techniques used in test construction and interpretation.d. The ability to identify the strengths and weaknesses of formal and informal measures used to assess students with exceptional needs and English language learners. e.The ability to select, adapt and modify informal assessments to accommodate the unique abilities and needs of individuals with disabilities.f.An understanding of how to develop instructional plans and modify them based on ongoing and systematic analysis of an individual’s learning progress. The ability to facilitate instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. h. A basic ability to understand what assessment techniques measure.2. Social Justice a. An understanding of the effects of race, class, culture, gender, and disability on the assessment process. b. The ability to recognize the appropriate and inappropriate use of specific assessment procedures. c. Knowledge of resources and procedures to serve as an advocate for individuals with special needs.3. Wellness a. Respect for students first as unique human beings.b. Use assessment/instruction to increase students’ self-awareness, self-management, self-control, self-reliance, and self-esteem.4. Inclusive CommunityAn understanding of the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals from culturally, racially, and linguistically diverse backgrounds b. An ability to communicate and interpret the results of assessment procedures to parents and members of the local community. c.An understanding of how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in assessment to determine delivery of special education services. 5. Reflective Practice a.To further develop, modify or deepen attitudes, beliefs, values and behaviors related to teachers’ roles in assessing individual with special needs. b.Understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community.c.An understanding of oneself as a lifelong learner and how to regularly reflect upon and adjust one’s practice. *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
| Prerequisites: |
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