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Official Course
Description: MCCCD Approval: 3-23-2004 |
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EDU223AF
2004 Summer I – 2012 Spring |
LEC 3.0 Credit(s) 3.0 Period(s) 3.0 Load Acad |
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Assessment in Special Education |
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Investigation into the concepts, laws, issues, and procedures that relate to the formal and informal assessment of students with disabilities. Covers educational achievement tests and standardized diagnostic tests for students with disabilities as well as intelligence and adaptive behavior measurements. Approved school-based practicum required. Prerequisites: Baccalaureate Degree and formal admission to a state approved post-baccalaureate teacher preparation program and (EDU223AA, or EDU223AB, or EDU223AC, or EDU223AD) and EDU222 and EDU226. |
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Go to Competencies Go to Outline
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MCCCD Official Course Competencies: |
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EDU223AF 2004 Summer I – 2012 Spring |
Assessment in Special
Education |
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1. |
Explain the purpose of assessing students with disabilities. (I) |
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Identify and explain laws and issues relating to assessment of students with disabilities. (II) |
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Use a basic knowledge of statistical concepts in interpreting information from standardized assessments. (III) |
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Cite and evaluate the most widely accepted educational achievement tests for students with disabilities. (IV) |
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Identify and analyze standardized diagnostic tests for students with disabilities. (V) |
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Integrate standard informal assessment techniques for students with disabilities into professional practice as an educator. (VI) |
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Cite and evaluate accepted behavior assessment techniques for students with disabilities. (VII) |
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Cite and evaluate measures of intelligence and adaptive behavior. (VIII) |
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Identify and analyze techniques for assessing language, visual and auditory perception, and visual-motor integration. (IX) |
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10. |
Summarize the practicum experience. (X) |
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Go to Description Go to top of
Competencies
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MCCCD Official Course Outline: |
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EDU223AF 2004 Summer I – 2012 Spring |
Assessment in Special
Education |
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I. Purpose of Assessing Students with Disabilities A. Definition of Assessment B. Types of Assessment II. Laws and Issues Relating to Students with Disabilities A. Individuals with Disabilities Education Act B. American Psychological Association Standards C. Section 504 of the Rehabilitation Act of 1973 III. Statistical Concepts in Standardized Assessment A. Descriptive Statistics B. Reliability and Validity C. Norm-Referenced Tests 1. Design 2. Administration IV. Educational Achievement Tests A. Woodcock-Johnson Psycho-Educational Battery B. Peabody Individual Achievement Test C. Kaufman Test of Educational Achievement D. Wechsler Individual Achievement Test E. Wide Range Achievement Test V. Standardized Diagnostic Tests A. Key Math-Revised B. Test of Mathematical Abilities C. Woodcock Reading Mastery Tests D. Test of Written Language E. Test of Written Spelling F. Formal Reading Inventory G. Gray Oral Reading Tests VI. Informal Assessment Techniques A. Criterion-Related Assessment B. Brigance Inventories C. Curriculum Based Assessment D. Teacher-Made Tests E. Other Assessments 1. Performance 2. Authentic 3. Portfolio VII. Behavior Assessments A. Observation and Recording B. Structured Classroom Observation C. Questionnaires and Interviews D. Applied Behavior Analysis E. Projective Assessment Techniques VIII. Intelligence and Adaptive Behavior Measurements A. Intelligence Testing 1. Issues 2. Tests B. Adaptive Behavior Assessment 1. Issues 2. Scales and Inventories IX. Receptive and Productive Assessment A. Language B. Perception 1. Visual 2. Auditory 3. Visual-Motor Integration X. Practicum Experience |