Faculty of Education

Graduate Studies Program

04.761 Assessment in Special Education (NET)

Regular / 2018 / 2019 Term I

Instructor Name: Dr. Alexa Okrainec, Ph. D.

Office #: 219
Telephone: 204-727-7303
Email: okraineca@brandonu.ca

Course Description – 04.761 (3): Prerequisite: 04:706 or approval of Chair of the

Graduate Studies Department, Faculty of Education.

This course is designed to familiarize the students with the assessment practice
and procedures utilized with children with exceptionalities. It will deal with
individualized assessment, multidisciplinary approaches to assessment and the
connection between assessment and programming.

Credit cannot be held for both this course and 04:561.

3 lecture hours per week, one term.

Course Format – A distance delivery (technology-mediated, asynchronous) format

will be used in which active online participation by students is invited and
encouraged. Instructional arrangements to deliver the course content will be
through Brandon University online (Moodle platform).

Course Dates – September 10 – December 13, 2018.

Course Objectives:

Students will:
1. Develop knowledge of the basic issues in assessment: definition, purposes, and
kinds of procedures (standardized and non-standardized).
2. Understand the general process for initiating a referral and conducting an
assessment.
3. Determine the qualities of a test (standardization, validity, reliability) through a
review of test manuals.
4. Develop techniques for conducting, scoring, and interpreting assessments.
5. Discuss relevant topics relating to assessment in special and inclusive
education.

Required Texts & References:

There are three required textbooks for this course.

Salvia, J., Ysseldyke, J. E., & Witmer, S. (2016). Assessment in Special and
Inclusive Education (13th Ed.). Boston, MA: Cengage Learning. ISBN-10: 1-305-
64235-X

Table of Contents:

Part I: OVERVIEW AND BASIC CONSIDERATIONS.

1. Assessment in Social and Educational Contexts.
2. Assessment and Decision-Making in Schools.
3. Laws, Ethical Codes, and Professional Standards that Impact Assessment.
4. What Test Scores Mean.
5. Technical Requirements.
6. Cultural and Linguistic Considerations.
7. Using Test Adaptations and Accommodations.

Part II: ASSESSMENT IN CLASSROOMS.

8. Teacher-Made Tests of Achievement.
9. Assessing Behavior Through Observation.
10. Monitoring Student Progress Toward Instructional Goals.
11. Managing Classroom Assessment.
12. Response to Intervention (RTI) and a Multi-Tiered System of Supports (MTSS).
Part III: ASSESSMENT USING FORMAL MEASURES.
13. How to Evaluate a Test.
14. Assessment of Academic Achievement with Multi-Skill Devices.
15. Using Diagnostic Reading Measures.
16. Using Diagnostic Mathematics Measures.
17. Using Measures of Written Language.
18. Using Measures of Intelligence.
19. Using Measures of Social and Emotional Behavior.

Part IV: USING ASSESSMENT RESULTS TO MAKE EDUCATIONAL DECISIONS.

20. Making Instructional Decisions.
21. Making Special Education Eligibility Decisions.
22. Making Decisions about Participation in Accountability Programs.
23. Collaborative Team Decision-Making.

Maich, K., & Hill, R. (2018). Special Education Case Studies. Don Mills, ON, CAN:
Oxford University Press. ISBN-13: 9780199022175

Book Contents: http://www.oupcanada.com/catalog/9780199022175.html

Mather, N. & Jaffe, L. E. (Eds.) (2010). Comprehensive evaluations: Case reports

for psychologists, diagnosticians, and special educators. Hoboken, NJ: John
Wiley & Sons. ISBN-13: 9780470617915

Book contents: https://www.pubmatch.com/book/121600.html

Additional Resources (internet links):

These will be posted on the Moodle course web site.

Course Assignments (APA version 6.0 required):

1. Chapter questions (30% towards the final grade for the course). Students will
complete online chapter questions for 20 of the textbook chapters from the
textbook entitled “Assessment in Special and Inclusive Education” by Salvia and
coauthors (2016). The assigned chapter questions will be completed according to
the course schedule posted on the Moodle course web site. Each set of questions
will be worth 1.5 marks, for a total of 30% towards the final grade for the course.

2. Observation of test administration and a description/appraisal of the test

instrument (25% towards the final grade for the course).

This assignment has two main components:

(a) Observation of test administration (10 points) - Each student will observe the
administration and scoring of a standardized/published educational test. Students
will electronically submit evidence of completion of the observation activity (e.g.,
signed confirmation by the professional administering/scoring the test, on
institutional letterhead). This evidence is due by December 3, 2018.

(b) Description/appraisal of the test instrument (15 points) – This component of

the assignment consists of a 4-page report that includes the following elements:

(i) Students will provide the name of the standardized/published educational

test (author, publisher, date of publication) and a brief description of
the instrument (abilities measured, test forms used, norms available,
quality of manual directions, scoring, availability of accessories and
interpretation devices, reliability/validity, and your reaction to the test),
(5/15 points); and,
(ii) Students will also read critical reviews of the test (available from the
Mental Measurements Yearbook, Test Critiques or other published
literature) and list in point form the strengths and limitations of the test.
A reference list with the sources you used to prepare part (b) of the
assignment must be included. Part (b) of the assignment is worth 10/15
points and is also due by December 3, 2018.
3. Case studies (20% of the final grade for the course). This assignment has two
parts:
(a) Case Study Responses: Students will prepare four case study responses
(based upon each of the four sections of the case study textbook by
Maich and Hill entitled “Special Education Case Studies”). Exclusive of the
title page and reference list, each response will be two typed pages
(double spaced, 12-point font) and will be posted to a public forum on
the course web site. Each case study response is worth 5 marks, for a
total of 20 points towards the final grade. Case study responses will be
due as follows: (1) Primary - September 25; (2) Junior – October 5; (3)
Intermediate – November 1; (4) Senior – December 10.

(b) Participation: Course participants must comment on a response

submitted by your classmates in order to obtain credit for each of the
case study assignment component of the course. (Each commentary will
be 100-150 words. Commentaries may be submitted throughout the
course. All commentaries must be posted by the last day of classes.

4. Comprehensive Evaluations Case Reports assignment (25% of the final grade

for the course):

The textbook Comprehensive Evaluations by Mather and Jaffee (2010) provides

models for preparing diagnostic reports for tests frequently administered in
education. Reading these sample diagnostic reports will help:

- Expand your understanding of the interpretation of test findings.

- Enhance your familiarity with common test instruments used in special
education.
- Translate assessment results into meaningful educational
recommendations.
- Demonstrate a report writing style that could be applied in your work.
- Illustrate how assessments can pinpoint why a student is struggling and the
appropriate accommodations/interventions to enable student success.
- Promote an understanding of how different school districts, agencies, and
private practitioners approach comprehensive evaluations.

In Appendix A of the textbook (pages 619-620) a complete list of sample case

reports is provided. In the table, the report examples are presented in order from
the youngest to the oldest client evaluated (preschool to postsecondary). In
addition, the Table of Reports notes the types of diagnosis and the tests used for
the assessment.

For this assignment, there are two components:

(a) You must choose an educational level (preschool, elementary, secondary, or

postsecondary) and read three of the diagnostic reports for that educational level
(typically your work setting). Write a six-page critical reflection detailing how
these sample reports will inform your practice in assessment in special education
(15 points). Due: October 15, 2018.

(b) you must choose a diagnosis (ADHD, autism, gifted, etc.) and read two sample
reports written about that diagnosis. Prepare a four-page critical reflection
outlining how your examination of these two sample reports will enhance your
practice in assessment in special education (10 points). Due: November 15, 2018

Course Grade Evaluation:

-Minimum grade requirement for graduate program: B

-Grade Equivalencies: A+ 96-100 B- 70-74

A 90-95 C+ 65-69
A- 85-89 C 60-64
B+ 80-84 C- 55-59
B 75-79 D 50-54
F Under 50%

Academic Integrity
See section 3.9 (Academic Dishonesty and Misconduct) of the Graduate Calendar.
Violations of this policy will not be tolerated. Plagiarism, cheating, falsification of
records or research misconduct will result in disciplinary action. A student who is
determined to be responsible for academic dishonesty or misconduct may be
subject to the imposition of one or more of the following:
a. Requirement to repeat the assignment or examination, with or without
grade reduction
b. Assignment of a grade of zero in the assignment, test or exam
c. Assignment of "F-AD" in the course in which the offence is committed
 d. Suspension from some or all courses in which a final grade has not been
entered and the assignment of "F-AD" in all such courses
e. Suspension from all Brandon University teams, clubs or like organizations
f. for a period of 1 to 5 years
g. Suspension from the faculty for a period of 1 to 5 years
h. Expulsion from the faculty
i. Suspension from the University for a period of 1 to 5 years
j. Expulsion from the University
k. Cancellation or revocation of degree.

Instructor / Course Evaluation:

The anonymous course evaluations will be completed online. All students are
expected to complete the evaluation. Dates of the evaluation will be
communicated by the instructor through the Graduate Studies Office.

Proposed Class Schedule:

See the Moodle course website for the course schedule. All work must be
completed for course credit.

Instructor suggestions for getting the most out of the course:

Please Note: Teachers are enrolled in a professional program of study. Steady

participation in the course is assumed. In order to obtain credit for the course, all
course requirements must be completed. Assignments must be submitted by the
last day of classes.

Students are advised to review the regulations published in the current calendar.

Class participants with special needs are urged to discuss them with the
instructor.
Statement on Accessibility and Accommodation

Brandon University values diversity and inclusion, recognizing disability as an

aspect of diversity. Our shared goal is to create learning environments that are
accessible, equitable, and inclusive for all students. Student Accessibility Services
(SAS) works with students who have permanent, chronic, or temporary
disabilities. SAS supports students by developing an individualized plan of
accommodation, helping students understand their learning needs, and assisting
faculty with provision of accommodations for students registered with SAS.

If you have, or think you may have, a disability (e.g. mental health, attentional,
learning, vision, hearing, physical, medical, or temporary), you are invited to
contact Student Accessibility Services to arrange a confidential discussion at (204)
727-9759 or magnussonm@brandonu.ca. Additional information is available on
the Student Accessibility Services website https://www.brandonu.ca/student-
services/student-accessibility-services/

If you are registered with SAS and have a letter requesting accommodations, you
are encouraged to contact the instructor early in the term to discuss the
accommodations outlined in your letter.

Attendance at Lectures and Practical Work:

(refer to the Graduate Calendar, section 3.7.1)

1. All students are expected to be regular in their attendance at lectures and

labs. While attendance per se will not be considered in assessing the final
grade, it should be noted that in some courses participation in class
activities may be required.
2. For limited enrolment courses, students who are registered but do not
attend the first three classes or notify the instructor that they intend to
attend, may have their registration cancelled in favour of someone else
wishing to register for the course.
3. Students who are unable to attend a scheduled instruction period because
of illness, disability, or domestic affliction should inform the instructor
concerned as soon as possible.
4. Instructors may excuse absences for good and sufficient reasons.
Positive well-being is highly correlated to learning and student success. Wellness
is a combination of physical, social, spiritual and mental health. Personal
Counsellors at Brandon University are dedicated to providing support to students’
wellness, primarily their mental well-being, through prevention activities, early
identification and timely interventions using a holistic lens.

Please contact the Personal Counsellors in the Student Services Department at

204-727-9737 or visit Room 102 A.E. McKenzie Building to make an appointment.
There are crisis counselling appointments available daily.

If you believe that you or someone else is in imminent danger of harm call 911.

Sexualized Violence Education and Prevention Coordinator: 204-727-7498

24-hour crisis supports:

Over 18 years of age: Under 18 years of

age:

Mobile Crisis Unit Child and Adolescent Treatment Centre

204-725-4411 204-578-2700

Klinic Sexual Assault Crisis Line: 1-888-292-7565

Reminder: Please save this course outline, as for those students who are pursuing
the course route for their Master of Education program, you will require this for
use in your final course: 07.750 Graduate Summative Seminar. We also
recommend for each student to write a reflection upon completion of each
graduate course, so as to best prepare themselves for the 07.750 Graduate
Summative Seminar.