.Assessment for Special Educators
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Syllabus
Fall 2001, Wednesdays 4:20-6:50, Dane Smith Hall 234
Instructor: Julia Scherba de Valenzuela, Ph.D. Office: Education Office Building, rm. 206 E-mail: devalenz@unm.edu Phone: 7-1406 Web site: http://www.unm.edu/~devalenz/ Fax: 7-8679 Office Hours: Tuesdays 3:30-6:30: drop-ins
Thursday 3:30-6:30: appointmentsThe following information is included in this syllabus: Readings:course description rationale course objectives Course Design:required textbook recommended textbook required reading packet Class Schedule
- course requirements
- evaluation procedures
- grading system
- late paper policy
- re-writes
- class attendance & participation policies
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Mission Statements:COE mission statement instructor's mission statement COE conceptual framework
COURSE OVERVIEW..
This course supports the College of Education and Mental Retardation and Severe Disabilities Program frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.
Course Objectives:
1.) To become familiar with the concepts and terminology involved in the interpretation of standardized test scores. 2.) To understand the strengths and limitations of standardized tests commonly used with students with disabilities. 3.) To be able to construct criterion-referenced assessment instruments for use in your own classroom. 4.) To be able to develop a coherent framework/process/system for classroom-based assessment for your students with disabilities. 5.) To be able to take an informed position on the use of tests and assessments with students with disabilities, including those with mental retardation and severe disabilities, in a culturally diverse setting. 6.) To understand how you can contribute to the ongoing evaluation and re-evaluation of your students.
READINGS.
Alper, S., Ryndak, D. L., & Schloss, C. N. (2001). Alternative assessment of students with disabilities in inclusive settings. Boston, MA: Allyn and Bacon.
Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: The Guilford Press.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
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Azar, B. (1999). Are standards meant to be enforced? APA Monitor Online, 30(11), 1-2. Retrieved April 27, 2000 from the World Wide Web: http://www.apa.org/monitor/dec99/sc2.html
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Azar, B. (1999). Changes will improve the quality of tests. APA Monitor Online, 30(11), 1-4. Retrieved April 27, 2000 from the World Wide Web: http://www.apa.org/monitor/dec99/sc1.html
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Beverly, C. L., & Thomas, S. B. (1999). Family assessment and collaboration building: Conjoined processes. International Journal of Disability, Development and Education, 46(2), 180-197.
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Bondurant-Utz, J. A., & Luciano, L. B. (1994). A practical guide to infant and preschool assessment in special education. Needham Heights, MA: Allyn and Bacon.
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Brown, F., & Snell, M. E. (2000). In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (pp. 67-114) (5th ed.). Upper Saddle River, NJ: Merrill.
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Cohen, L. G., & Spenciner, L. J. (1998). Assessment of children and youth. New York: Longman.
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Harcourt, Inc. (2000). Glossary of measurement terms. Retrieved April 25, 2000 from the World Wide Web: http://www.hbem.com/library/glossary.htm
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Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education, 31(1), 84-104.
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Hull, T., & Mason, H. (1993). Issues in standardizing psychometric tests for children who are blind. Journal of Visual Impairment and Blindness, 87(5), 149-150.
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Kublin, K. S., Wetherby, A. M., Crais, E. E., & Prizant, B. M. (1998). Prelinguistic dynamic assessment: A transactional approach. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 285-312). Baltimore, MD: Paul H. Brookes.
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Leary, J. B., & Boscardin, M. L. (1992). Ethics and efficacy of verbal testing of nonverbal children: A case study. Remedial and Special Education, 13(4), 52-61.
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Merritt, D. D., & Culatta, B. (1998). Dynamic assessment, language processes, and curricular content. In D. D. Merritt & B. Culatta (Eds.), Language intervention in the classroom (pp. 99-142). San Diego, CA: Singular.
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Siegel-Causey, E., & Allinder, R. M. (1998). Using alternative assessment for students with severe disabilities: Alignment with best practices. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 168-178.
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Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon Publishers.
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Valdés, G., & Figueroa, R. (1994). Bilingualism and testing: A special case of bias. Norwood, NJ: Ablex.
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Wolf-Schein, E. G. (1998). Considerations in the assessment of children with severe disabilities including deaf-blindness and autism. International Journal of Disability, Development and Education, 45(1), 35-55.
COURSE DESIGN.
Specific Course Requirements
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* rough draft 10 points
* final draft 20 points
The total points possible for all of the above assignments add up to 99 points. The final point will be added to the student's grade at the instructor's discretion for any assignment that goes significantly above and beyond the work of other students. This allows the instructor to assign a grade of 'A+' only in the case of the student fulfilling the stated requirements for all assignments, attending all class sessions (or making up those missed) AND performing clearly superior work on at least one assignment.Evaluation Procedures and Policies
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Grading System: Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:
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A+ = 100 B+ = 88-89 C+ = 78-79 A = 94-99 B = 84-87 C = 74-77 A- = 90-93 B- = 80-83 F = below 74*
*Please note that, according to UNM regulations, graduate students may not be assigned a grade of C-, D+, D, or D-. Therefore, graduate students who do not accumulate a minimum of 74 points by the end of the semester will be assigned an F.
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Incompletes and withdraws at the end of the semester will be allowed only in accordance with UNM policies. Please see the UNM catalog for a description of these policies.
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Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be available at the instructor’s web site at: http://www.unm.edu/~devalenz/. All written assignments will be expected to be typed and follow the American Psychological Association Manual (5th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link..Late Paper Policy: .Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do NOT put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points.
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Re-Writes: .In order to be fair to all students, re-writes will not be allowed, except under extraordinary circumstances beyond the student's control. However, students are STRONGLY encouraged to talk with, e-mail questions to, and/or submit drafts to the instructor at least 1-2 weeks ahead of time, so that revisions can be made, if necessary, by the assigned due date.Class Attendance & Participation Policies:..Class attendance is mandatory - Students who miss more than 3 class sessions will be dropped from the course, regardless of the reason. Missed class sessions can be made up with the following, turned in no later than 3 weeks after the missed class:
Five points will be deducted for every absence that is not made up. No excuse or documentation is necessary for missed classes.
- a typed summary of all assigned readings for the class missed, including a response to all reading questions,
- a photocopy of a colleague's notes from the missed class, and
- a typed response to the assigned quick write (available on the instructor's web site, under 'class outlines').
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Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 15 minutes late to class. Arriving more than 45 minutes late will be considered a class absence and will need to be made up, as indicated above.
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Class participation that is conducive to the learning of all course participants is expected. Behaviors that are considered to be conducive to learning (of the student him/herself and others) include:A rubric indicating the instructor's expectations for appropriate classroom participation will be distributed at the beginning of the course. Students who repeatedly violate these expectations will be dropped from the course.
- arriving to class on time and well-prepared,
- paying attention to instructor and/or other students when they are speaking,
- use of appropriate and non-offensive language during class and in written class assignments,
- demonstrating cooperation with and respect for the instructor and peers during class discussions,
- actively participating, on-topic, during small group activities,
- and showing consideration for other students' need for alternative teaching strategies.
CLASS SCHEDULE.
Read: no reading assigned
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August 29, 2001 (#2)
Topic: exploring the purposes of assessment
Read: 1) text, chapters 1 and 2) Brown and Snell
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September 5, 2001 (#3)
Topic: interpretation of standardized measures: reliability & validity
Read: 1) text, chapter 2 and 2) Harcourt's "glossary of measurement terms"
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September 12, 2001 (#4)
Topic: interpretation of standardized measures: reliability & validity, cont.
Read: 1) Azar (two brief articles from APA Monitor Online), and 2) AERA, APA & NMCE Standards
Due: first draft of test description
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September 19, 2001 (#5)
Topic: Some cautions in test interpretation with diverse exceptional learners
Read: 1) Leary & Boscardian, 2) Hull & Mason and 3) Valdés & Figueroa
Due: terminology treasure hunt
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September 26, 2001 (#6)
Topic: More considerations in assessing diverse exceptional learners
Read: 1) Wolf-Schein and 2) Siegel & Allinder
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October 3, 2001 (#7)
Topic: Introducing classroom-based assessment
Read: text, chapter 3
Due: final draft of test description
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October 10, 2001 (#8)
Topic: linking assessment and instruction
Read: 1) text, chapter 7
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October 17, 2001 (#9)
Topic: portfolios
Read: Tierney, Carter, & Desai
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October 24, 2001 (#10)
Topic: criterion-referenced & curriculum-based assessment: rubrics, rating scales, and checklists
Read: text, chapter 8
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October 31, 2001 (#11)
Topic: observations
Read: 1) text, chapter 9 and 2) Cohen & Spenciner (pp. 91-123)
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November 7, 2001 (#12)
Topic: functional assessment
Read: 1) text, chapter 13 and 2) Horner & Carr
Due: classroom assessment #1
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November 14, 2001 (#13)
Topic: dynamic assessment
Read: 1) Kublin, Wetherby, Crais, & Prizant and 2) Merritt & Culatta
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November 21, 2001 (#14)
Topic: interviews & collaborating with families
Read: 1) Cohen & Spenciner (pp. 124-126) and 2) Beverly & Thomas
Due: classroom assessment #2
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November 28, 2001 (#15)
Topic: Communicating assessment results and collaborating with families (cont.)
Read: 1) text, chapter 10 and 2) Bondurant-Utz
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December 5, 2001 (#16)
Topic: alternate assessment in New Mexico
Read: draft NMAA instructions
due: student portfolio
MISSION STATEMENTS
Instructor's vision and mission statement
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VISION: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.
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MISSION: To facilitate the collaborative construction of the above learning environment via attention to the following:whole and small group dynamics;
increased literacy in academic discourse (comprehension and production, oral and written); and
opportunities for active engagement with course content and materials.The vision of the College of Education:
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Excellence and diversity through people, ideas, and innovation.
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Our mission is the study and practice of education through teaching, research, and service. WeIn carrying out our mission we value
- address critical education issues;
- test new ideas and approaches to teaching and learning;
- educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and
- prepare students for participation in a complex and challenging society.
- excellence in all that we do;
- diversity of people and perspectives;
- relationships of service, accountability, collaboration, and advocacy;
the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadershipCollege of Education's Conceptual Framework:
Professional Understandings, Practices, and Identities
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The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.
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Understandings frame the identity and practice of educational professional. We seek to help you better understand:These understandings enable you, as a professional, to value and engage in practices that embody the following qualities:
- Human Growth and Development
Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.
.- Culture and Language
The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction.
.- Content of the Disciplines
The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists.
.- Pedagogy
Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.
.- Technology
Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.
.- Professional Issues
The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.
.- Nature of Knowledge
How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional:
- Learner-Centered
Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.
.- Contextual
Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.
.- Coherent
Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had to opportunity to learn.
.- Culturally Responsive
Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.
.- Technologically Current
Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.
- Caring
Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.
.- Advocacy
Committed to ensuring equitable treatment and nurturing environments for all learners.
.- Inquisitiveness
Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.
.- Reflection-in-Action
Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.
.- Communication
Skilled in speaking, writing, and using other modes of expression.
.- Collaboration
Able to work cooperatively with students, parents, community members, and colleagues.
.- Ethical Behavior
Aware of and able to work within the ethical codes of the profession.
Last updated: August 16, 2001