Weekly+schedule

1/16 || Introduction/Review Syllabus || || Read Ch.1 ||
 * __Course Schedule__**
 * ** Class ** || ** Topic ** || ** Reading Due ** || ** Assignment ** ||
 * #1
 * #2

1/23

VIRTUAL || · What Is Assessment? · Assessment Past and Present · Purposes of Assessment · Types of Assessment Procedures · Students with Special Needs · Collaboration and the Team Approach · A Framework for Special Education Assessment ||
 * Chapter 1: Special Education Assessment  ** ||

Read Ch.2

all activities due ||
 * 3

1/30 || · Types of Decisions  · Steps in the Assessment Process · Identification and Referral · Determination of Eligibility · Program Planning · Program Implementation and Monitoring  ||
 * Chapter 2: The Assessment Process  ** ||

Read Ch. 3 ||
 * 4

2/6

VIRTUAL || · Council of Exceptional Children's (CEC) Professional Standards  · Criteria for the Selection of Assessment Tools · Evaluating Technical Quality · Test Scores and Other Assessment Results · Promoting Nonbiased Assessment || Read Ch. 4
 * Chapter 3:**
 * Selection of Assessment Tools** ||

all activities due ||
 * #5

2/13 || · Preparation for Testing  <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Test Administration <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Observation of Test Behavior <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Scoring the Test <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Interpreting Test Results <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Computers as Tools for Assessment || Read Ch. 5
 * Chapter 4: Standardized Tests  ** ||


 * Curriculum based assessment project due 2/20 ** ||
 * #6

2/20

VIRTUAL || * Advantages of Informal classroom Assessments <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> **Chapter 5: Classroom Assessment**
 * Difference between Informal and Formal Measures
 * Types of Classroom Assessments
 * Observation, Work Sample Analysis, and Task Analysis
 * Informal Inventories and Classroom Tests and Quizzes
 * Criterion-Referenced Tests, Diagnostic Probes, and Diagnostic Teaching
 * Curriculum-Based Measurement
 * Checklists and Rating Scales
 * Questionnaires and Interviews
 * Portfolio Assessment
 * Interpreting Classroom Assessment Results  ||

**Curriculum based assessment project due 2/20** || Read Ch.6


 * Norm referenced project due 3/12 **

all activities due ||
 * 2/27 || MIDTERM EXAM || MIDTERM || ||
 * 3/5 || SPRING BREAK || SPRING || ** BREAK ** ||
 * 7
 * 7

3/12

VIRTUAL || * Considerations in Assessment of Academic Achievement <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> ||
 * Sources of Information about School Performance
 * Group Tests of Academic Achievement
 * Test Accommodations
 * Individual Tests of Academic Achievement
 * Peabody Individual Achievement Test—Revised/Normative Update
 * Woodcock-Johnson III Tests of Achievement
 * Wechsler Individual Achievement Test—Second Edition
 * Wide Range Achievement Test—Fourth Edition
 * Diagnostic Achievement Battery—Third Edition
 * Hammill Multiability Achievement Test
 * Criterion-Referenced Tests
 * Curriculum-Based Measurement Strategies


 * Norm referenced project due 3/12**

Read Ch. 7
 * Chapter 6: Academic Achievement  ** ||

all activities due ||
 * #8

3/19 || * Considerations in Assessment of Learning Aptitude <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> Adaptive Behavior Measures  ||
 * Sources of Information about Learning Aptitude
 * Group Tests of Intellectual Performance
 * Individual Tests of Intellectual Performance
 * Nonverbal Measures of Intelligence
 * Nonbiased Assessment of Learning Aptitude


 * Chapter 7: Intellectual Performance and Adaptive Behavior  ** ||

||
 * Read Ch.8 **
 * 9

3/26 || * Considerations in the Assessment of Learning Disabilities <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> ||
 * Sources of Information about Specific Learning Abilities
 * Screening for Sensory Impairments
 * Screening for Learning Disabilities
 * Discrepancy Analysis for Identification of Learning Disabilities
 * The Response-to-Intervention Approach to Identification of Learning Disabilities
 * Measures of Perceptual-Motor Skills and Other Specific Learning Abilities
 * Test Batteries for Specific Ability Assessment
 * Assessment of Learning Strategies
 * Answering the Assessment Questions


 * Chapter 8: Learning Disabilities  ** ||
 * Read Ch.9 ** ||
 * 4/3 || EASTER BREAK || EASTER || ||
 * #10

4/10 || * Considerations in Assessment of Classroom Behavior <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> ||
 * Sources of Information about Classroom Behavior
 * Behavior Rating Scales and Checklists
 * Direct Observation
 * Functional Behavioral Assessment
 * Attention Deficits and Hyperactivity
 * Self-Concept and Peer Acceptance
 * School Attitudes and Interests
 * The Learning Environment
 * Answering the Assessment Questions

Read Ch.10 ||
 * Chapter 9: Classroom Behavior and Behavioral Disorders  ** ||
 * #11

4/17 || * Considerations in Assessment of Reading <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> Informal Reading Inventories  ||
 * Woodcock Reading Mastery Tests—Revised/Normative Update
 * Gray Oral Reading Tests—Fourth Edition
 * Test of Reading Comprehension—Third Edition
 * Measures of Phonemic Awareness and Phonological Processing
 * Reading Fluency Measures


 * Chapter 10: Reading  ** ||

Read Ch.15 ||
 * #12

4/24 || * Considerations in the Assessment of Young Children <span style="mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-fareast-font-family: 'Arial Unicode MS';"> ||
 * Screening
 * Ecological Assessment, Family Interviews and Rating Scales, Observation, and Play-Based Assessment
 * Curriculum-Based and Criterion-Referenced Assessment
 * Norm-Referenced and Dynamic Assessment
 * School Readiness
 * Program Plans, Goals, and Objectives


 * Chapter 15: Early Childhood Assessment  ** ||


 * Observations due ** ||
 * #13

5/1 || FINAL EXAM || FINAL || EXAM ||

<span style="font-family: Arial; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> ** SPEN 303: **

**__Interview and Field Observation Guidelines__**