FALL 2005

Dr. Marcee M. Steele 962-3365

Office # 270 steelem@uncw.edu

Office Hours: M-W 7:00-8:15; T-R 7:00-9:15 & 10:45-12:15

TEXTBOOK

McLoughlin, J.A. and Lewis, R.B. (2005). Assessing special students, (5th Ed.).

Columbus, Ohio: Merrill Publishing Co.

Sample Test Materials

CATALOG DESCRIPTION

Examination of concepts and fundamentals of educational assessment. Includes study of formal, informal, and alternative assessment techniques appropriate for students with exceptionalities. Includes assessment of intellectual functioning, academic skills, spoken language, learning skills, social-emotional-behavioral development, adaptive behavior, early childhood skills, and occupational/transitional skills. At least 15 field experience hours required.

CONCEPTUAL FRAMEWORK

This course will emphasize the Watson School of Education conceptual framework, developing highly competent professionals to serve in educational leadership roles.

GENERAL OBJECTIVES (SDPI.GC.5-1, 5-2, 6-1, 7-1, 7-3, 7-5, 9-2, and 10-1; SDPI.AC.5.1,5.3, 5.4, 9.1, 10.3, 14.1, 14.2 14.3) During this course, students should be able to:

1. State the purposes of formal and informal assessment

2. State regulations of IDEA related to assessment procedures

3. Generate an assessment/program development model including a description of procedures and rationale

4. Classify several basic measurement concepts

5. Identify current practices and trends in assessment including cultural issues and the use of technology

6. State skills, deficits, and assessment procedures related to intellectual performance, academic achievement, reading, mathematics, written language, oral language, learning skills, behavioral-emotional development, adaptive behavior, early childhood, and adolescence

7. Generate decisions about hypotheses, goals, objectives, and remedial strategies based on hypothetical and actual background information and assessment data

8. Demonstrate administration and scoring of various assessment techniques

9. Generate assessment reports through analysis, synthesis, and reflections of relevant data

10. Generate recommendations for instructional content, procedures, and documentation of progress based on formal and informal assessment results

REQUIREMENTS

1. Readings from text in preparation for class discussion and activities

2. Midterm and final examinations

3. Practice administration of 5 tests

4. Assessment report based on observation, testing, and diagnostic teaching

5. Class presentation of a test

GRADING POLICIES

1. A minimum of 75% of class sessions must be attended to receive credit; however, attendance at all sessions is strongly encouraged.

2. A minimum of 15 field experience hours must be completed to receive course credit.

3. Participation in class activities and discussions is encouraged but will not be graded.

4. The practice tests and class presentation will be evaluated as acceptable or unacceptable.

5. Grades will be assigned as follows:

A 94-100%

B 86-93%

C 75-85%

D 65-74%

F below 65%

6. The assessment reports will be assigned letter grades based on content and technical quality with content weighted double

7. Final grades will be determined as follows:

Midterm Exam 20%

Final Exam 30%

Assessment Report 50%

Final Grade 100% (If any course or Ed Lab requirements are not submitted by due date or are unacceptable, the final grade will be lowered; no assignments will be accepted after the last day of class)