Week 1: Intro to Course, Chapter 1
For this first week, we discussed the syllabus and possible project changes. These changes will be updated over the weekend on the syllabus posted on this site.
We also discussed types of assessment, including formal and informal.
Finally, we discussed how outside forces might impact a teacher's decision to refer a student to special education. These instances include:
1. a general education teacher's limited scope in terms of working with students with more needs
2. culture and cultural bias
3. language
4. the eligibility of other family members
5. teaching styles and their effectiveness with different students
We also discussed types of assessment, including formal and informal.
Finally, we discussed how outside forces might impact a teacher's decision to refer a student to special education. These instances include:
1. a general education teacher's limited scope in terms of working with students with more needs
2. culture and cultural bias
3. language
4. the eligibility of other family members
5. teaching styles and their effectiveness with different students
Week 2
Please make sure you read chapter 2 in your textbook for week 2. We will go over some updates to the syllabus, and begin working with assessment.
Week 3: Descriptive Statistics
For this week, we will not be meeting in class. Please complete the discussion questions for the chapter(s) up to this point on the Class Discussion link.
In addition, please complete the following assignments. Be prepared for next class with a calculator to work through some basic statistics problems.
In addition, please complete the following assignments. Be prepared for next class with a calculator to work through some basic statistics problems.
Chapter 3: Activity 3.8
Using the following sets of data, complete a frequency count and a frequency polygon. Calculate the mean, median, and mode. Calculate the range, variance, and standard deviation. List the scores that are significant distance from the mean.
Week 4: Reliability and Validity
Try This: Reflect on the following scenarios.
- A parent called you to ask about the reliability coefficient on a recent standardized test. The coefficient was reported as .89, and the parent thinks that must be a very low number. How would you explain to the parent that .89 is an acceptable coefficient?
- Your school district is looking for an assessment instrument to measure reading ability. They have narrowed the selection to two possibilities -- Test A provides data indicating that it has high validity, but there is no information about its reliability. Test B provides data indicating that it has high reliability, but there is no information about its validity. Which test would you recommend? Why?
Week 5: Norm-Referenced Assessment
Preliminary Discussion of Norm-Referenced Assessment to be followed with sample tests and practice administering.
Week 7: Assessments and RTI
Agenda:
1. Continue practice with actual assessments: delivery, scoring, determining the standard score
2. Look at case studies, and determine reliability and validity of instruments: RTI Case Studies
3. Developing an assessment plan: SES 8 and 8a
4. Video: "including Samuel," www.includingsamuel.com
1. Continue practice with actual assessments: delivery, scoring, determining the standard score
2. Look at case studies, and determine reliability and validity of instruments: RTI Case Studies
3. Developing an assessment plan: SES 8 and 8a
4. Video: "including Samuel," www.includingsamuel.com
Week 8: Functional Behavioral Assessments
Week 10: Intelligence Testing
This week, we will complete our practice tests, review a case study looking at the kinds of data we would collect, and hold a class debate on intelligence testing!
With the current RTI practices in place, there is no longer a need for intelligence testing. IQ is a biased and unfair concept that only serves to limit individual potential, and allow for racial and cultural stigmas through "social, value laden science."
Some links related to Intelligence:
Intelligence Debate: article from 1993 discussing Gardner and the debate.
Changing the Scope of Assessment
Human Intelligence: Indiana University website dedicated to the discussion of intelligence. Check out the "hot topics" section related to the bell curve. Interesting discussion.
With the current RTI practices in place, there is no longer a need for intelligence testing. IQ is a biased and unfair concept that only serves to limit individual potential, and allow for racial and cultural stigmas through "social, value laden science."
Some links related to Intelligence:
Intelligence Debate: article from 1993 discussing Gardner and the debate.
Changing the Scope of Assessment
Human Intelligence: Indiana University website dedicated to the discussion of intelligence. Check out the "hot topics" section related to the bell curve. Interesting discussion.
How Important Should One Test Be? | |
File Size: | 171 kb |
File Type: |
Howard Gardner: What Do Tests Test? | |
File Size: | 177 kb |
File Type: |
Week 11: Intelligence Testing and Early Childhood Assessment
1. We will begin this week with a debate on intelligence testing, and its uses. See above for some links related to testing. We will use the Debate Format for this process.
2. We will conclude with a round table discussion of both intelligence and childhood assessment.
2. We will conclude with a round table discussion of both intelligence and childhood assessment.
Questions for Discussion:
1. What is the meaning of "intelligence testing?" "Intelligence testing is simply the way that a student responds to a set of stimuli at a specific point in time." (Overton, 311) With this in mind, what components contribute to one's intelligence?
2. What alternatives to "IQ" have been developed? What are the merits of such views? What are the flaws in such views?
3. What is the difference between IQ and adaptive behavior? How do each of these elements contribute to one's educational experience?
2. What alternatives to "IQ" have been developed? What are the merits of such views? What are the flaws in such views?
3. What is the difference between IQ and adaptive behavior? How do each of these elements contribute to one's educational experience?
Assessing Young Children
1. Who are the infants and toddlers that are eligible for special education services?
2. Describe some examples of biological or environmental risk factors that could contribute to one's at risk for developmental delay status.
3. What are the major components of an Individual Family Service Plan (IFSP)?
4. What is the chief concern expressed related to the assessment and planning process for young children? Why?
5. How can RTI be employed to assess young children? What would benefits of this program be?
6. Health professionals are the first individuals to really assess an infants development. What are they looking for?
7. What are examples of assessments used for young children? What do they measure?
8. What are the three primary areas of potential impairment looked at when evaluating whether a child has an autism spectrum disorder? How are these areas assessed?
1. Who are the infants and toddlers that are eligible for special education services?
2. Describe some examples of biological or environmental risk factors that could contribute to one's at risk for developmental delay status.
3. What are the major components of an Individual Family Service Plan (IFSP)?
4. What is the chief concern expressed related to the assessment and planning process for young children? Why?
5. How can RTI be employed to assess young children? What would benefits of this program be?
6. Health professionals are the first individuals to really assess an infants development. What are they looking for?
7. What are examples of assessments used for young children? What do they measure?
8. What are the three primary areas of potential impairment looked at when evaluating whether a child has an autism spectrum disorder? How are these areas assessed?
Week 12: Self Determination and Transition
1. We will begin with time to share, show, and tell about our case studies. Discussion and Finalization
2. Discussion of Transition Assessments with case studies
3. Self Determination Article and Discussion of Key Points
2. Discussion of Transition Assessments with case studies
3. Self Determination Article and Discussion of Key Points
Transition Assessment Manual | |
File Size: | 1335 kb |
File Type: |
The Transition Assessment Manual provides a list of transitional assessments, and their uses, along with who you would contact for a copy of the material.