.. ..Julia Scherba de Valenzuela, Ph.D.
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Class Schedule:
 
DATE TOPIC/ASSIGNMENT READING(S)
Aug. 24 introduction none
Aug. 31 defining assessment and legal issues read: Witt, et al (ch 3) and Mercer
Sept. 7 meaningful assessment for students with severe disabilities
diagnostician interview due		 read: Snell (ch 3)
Sept. 14 statistical concepts
standardized test description #1 due		 read: Witt, et al (ch 4 & 5)
Sept. 21 cultural issues in assessment read: Lim & Browder
Sept. 28 functional assessment
standardized test description #2 due		 read: O'Neill
Oct. 5 comparing methods of functional assessment
standardized test description #3 due		 read: Horner & Carr and Crawford, et al
Oct. 12 cautions in selecting methods of functional assessment AND criterion-referenced assessment read: Kearney or Spreat & Connelly or Conroy, et al
Oct. 19 family involvement AND curriculum-based assessment
observation assignment due		 read: Beverly & Thomas
Oct. 26 considerations for assessing difficult to test individuals read: Wolf-Schein
Nov. 2 assessing preferences
criterion-referenced assessment due		 read: Lohrmann-O'Rourke and Stancliffe
Nov. 9 assessment of mental retardation read: AAMR #1 (chs 1, 2 & 3)
Nov. 16 AAMR 3-step assessment
curriculum-based assessment due		 read: AAMR #1 (chs 4, 5, & 6)
Nov. 23 AAMR 3-step assessment, cont. read: AAMR #1 (chs 7, 8, & 9)
Nov. 30 AAMR 3-step assessment, cont. read: AAMR #2 (1, 2, 3, & 4)
Dec 7 in class informal presentations
final projects due


Diagnostician Interview Homework Assignment

Purpose:
The purpose of this assignment is to identify the battery of tests and assessment procedures used to assess students with mental retardation and severe disabilities.

Directions:
For this assignment, you will need to contact a local diagnostician (preferably attached to your school) and ask him/her what specific tests and assessment procedures are used to identify students with mental retardation and severe disabilities. If you are not currently working in the schools, you may team up with a partner in the class or contact the diagnostician at a school where you have previously worked.

You will need to type up the list, including the name of the person you contacted, and the date of the interview. Please remember to include your name, the date your homework is turned in, and the title of the assignment at the top of the page. Since this should probably not take more than a page, do not include a cover page. Please use at least 1" margins all around and use a legible font (12 pt at least). The list does not need to be double spaced.

Diagnostician Interview Grading Criteria - Checklist Format
 
Student Name:.                                                                                       .

         Homework is typed and legible. (2 points)
         All of the required elements are present. (2 points)
         Exact/specific names of tests and assessment procedures are included.
         (2 points)
         Editions of specific tests are included. (2 points)
         At least 5 tests or procedures are listed (1 point)
         At least 10 tests or procedures are listed (1 point)


Standardized Test Descriptions

Purpose:
The purpose of these homework assignments (you may turn in up to three for credit) is to add to your knowledge base about standardized tests that are commonly used with students with mental retardation and severe disabilities and to begin to build a resource notebook that you can use for reference in your future practice as a special educator.

Directions:
You will select one of the standardized tests from your diagnostician interview list to review. You may want to team up with other students in the class, so that as a group you review the greatest number of tests possible.

You will need to include the following information, using the format from Pierangelo and Giuliani's (1998) "Special Educator's Complete Guide to 109 Diagnostic Tests (copy on reserve at Zimmerman and example distributed in class):

1. General Test Information
        * Author
        * Publisher
        * Address of Publisher
        * Phone Number of Publisher
        * Fax of Publisher
    A. Purpose of Test
    B. Description of Test
        * type of test
        * administration time
        * type of administration (individual/group)
        * who administers this test
        * age/grade levels
    C. Subtest Information
    D. Scoring Information
2. Strengths of the Test
3. Limitations of the Test
4. Appropriateness for Use with Students with Mental Retardation and Severe Disabilities
To obtain this information, you will need to consult at least three different sources. Zimmerman library has a variety of test reference manuals, in the Reference Department (see the library handout for titles and reference numbers). You can also search the world wide web for information, but remember that test publishers may not be as critical in reviewing their own tests as others may be. Therefore, please use at least one printed reference manual per test review.

Remember to include your name, the date your assignment is turned in, and the name of the assignment at the top of the page. Use a legible typestyle (12 pt minimum) and at least 1" margins all around. You do not need to double-space this assignment. Use bullets and headers for maximum legibility.

Standardized Test Description Grading Criteria - Checklist Format
 

Student Name: .                                                               .

         Homework is typed and legible. (1 points)
         All of the required information is present. (1 point)
         All of the basic information is complete and correct. (2 points)
         At least three different sources were consulted. (1 point)
         At least one reference manual from Zimmerman was consulted. (1 point)
         Test description is referenced to students with mental retardation and/or
         severe disabilities. (2 points)
         Both strengths and limitations of the instrument are well described. (2 points)
 

          out of 10 points total

Criterion Referenced Assessment Development Homework

Purpose:
The purpose of this assignment is to develop a useful instrument for assessing students with mental retardation and severe disabilities, specific to your teaching, classroom and/or interests that you will be able to use in the future. This homework assignment can be used as part of your resource notebook (final project).

Directions:
You will develop a short, criterion referenced assessment that would be suitable for the age, grade, subject area, and ability levels of your students (real or ideal) with mental retardation and/or severe disabilities. You will need to turn in this assessment instrument in "camera ready" form (i.e. typed and formatted the way you want it, not hand written). You will need to decide what scoring system -- checklist, rating scale, analytic rubric, or holistic rubric -- is appropriate for your instrument and incorporate it.

Along with the instrument (on a separate page) you will need to include a brief description of the instrument, similar to that you did for the standardized test descriptions. The suggested format follows:

1. General Assessment Information
    A. Purpose of Assessment
    B. Description of Assessment
        * type of assessment and scoring system
        * administration time
        * who administers this assessment
        * age/grade levels
    C. Subtest Information
    D. Scoring Information
2. Strengths of the Assessment
3. Limitations of the Assessment
4. Appropriateness for Use with Individuals with Mental Retardation and Severe Disabilities
Remember to include your name, the date your assignment is turned in, and the name of the assignment at the top of the page. Use a legible typestyle (12 pt minimum) and at least 1" margins all around. You do not need to double-space this assignment. Use bullets and headers for maximum legibility.

Criterion Referenced Assessment Grading Criteria - Checklist
 

Student Name:.
 

1. Assessment (6 points possible)
         Appears to measure what it claims to measures (content/construct validity).
         Is suitable for the age, grade, language proficiency and ability level of
         student(s) for whom it was developed.
         Criteria are clearly stated and observable to evaluator.
         Scoring fits the purpose of the assessment (rubric, rating scale or checklist).
         Assessment criteria are specific to one domain/content area.
         Is "camera ready" (typed, not hand written).
 
 

2. DESCRIPTION (4 points possible)
         All required elements are present and well-organized.
         Purpose is clearly stated
         Application (strengths and limitations) of this assessment discussed.
         Description is referenced to students with mental retardation and severe
         disabilities.


Curriculum-Based Assessment Development Homework

Purpose:
The purpose of this assignment is to develop a useful instrument for assessing students with mental retardation and severe disabilities, specific to your teaching, classroom and/or interests that you will be able to use in the future. This homework assignment can be used as part of your resource notebook (final project).

Directions:
You will develop a short, currirulum-based assessment that would be suitable for the age, grade, subject area, and ability levels of your students (real or ideal) with mental retardation and/or severe disabilities. You will need to turn in this assessment instrument in "camera ready" form (i.e. typed and formatted the way you want it, not hand written), along with a description of how you will be charting individual student progress.

Along with the instrument (on a separate page) you will need to include a brief description of the instrument, similar to that you did for the standardized test descriptions. The suggested format follows:

1. General Assessment Information
    A. Purpose of Assessment
    B. Description of Assessment
        * type of assessment and scoring system
        * administration time
        * who administers this assessment
        * age/grade levels
    C. Subtest Information
    D. Scoring Information
2. Strengths of the Assessment
3. Limitations of the Assessment
4. Appropriateness for Use with Individuals with Mental Retardation and Severe Disabilities
Remember to include your name, the date your assignment is turned in, and the name of the assignment at the top of the page. Use a legible typestyle (12 pt minimum) and at least 1" margins all around. You do not need to double-space this assignment. Use bullets and headers for maximum legibility.

Curriculum-Based Assessment Grading Criteria - Checklist
 

Student Name:.                                                             .
 

1. Assessment (6 points possible)
         Appears to measure what it claims to measures (content/construct validity).
         Is suitable for the age, grade, language proficiency and ability level of
         student(s) for whom it was developed.
         Items pertain clearly to the curricular area being assessed.
         Both items and scoring system lend themselves to regular charting of individual student progress.
         Format for charting individual student progress is appropriate.
         Is "camera ready" (typed, not hand written).
 
 

2. DESCRIPTION (4 points possible)
         All required elements are present and well-organized.
         Purpose is clearly stated
         Application (strengths and limitations) of this assessment discussed.
         Description is referenced to students with mental retardation and severe
         disabilities.


Observation Assignment
Due: October 19, 1999
Points: 20 maximum

Purpose
The purpose of this assignment is to facilitate the development of observation skills and description of behavior.

Directions
You will observe one student who has been identified as needing special education services. If you do not have access to a student in person, you may analyze a video tape of a student. Check with the instructor to coordinate this. You will need to observe your chosen student for a minimum of 30 minutes total, and you will need to observe him/her in a variety of contexts (three minimum), unless you are using one of the other observational methods described in the readings. This variety should include both instructional and non-instructional contexts and you will need to observe your student in interaction with different individuals. The idea is to try to discover how this student's behavior varies across contexts, how different contexts (individuals, settings, activities, etc.) facilitate or hinder the student's behavior, what the antecedents and consequences of a particular behavior are, and to hypothesize what roles these antecedents and consequences may have in maintaining the negative behavior. What ever method you use (the one described here or one from the readings) will need to be explained in full in the introduction.

If using the instructor- described method, you will need to take notes at the time of the observation, being as descriptive (objective) as possible. Make quick sketches of the room, notes about the individuals involved in the interaction, and write down as many direct quotes as possible. The focus of the observation should be on the interaction of the student with the context, not just on what the student says or does. Be as discrete as possible during your observation. If it is not possible to take time to do an observation because you are in direct contact with students at all times, you will need to video tape the student for later review. Make sure, though, that you jot down some notes at the time or just following, as you might forget important details later on.

Regardless of observation method, minimal information about the student is needed. You only need to report his/her age, grade level, setting(s), and possibly, diagnosis category. Please refer to you student using a pseudonym, and do not include any information that could lead to an obvious identification of the student, such as referring to the only student with a particular diagnosis in your class. Instead, do not make it obvious that you are referring to your own student, but rather, a student in an X grade classroom.

When making statements about your observations, please try to refrain from using value loaded (subjective, not clearly definable) language. Keep your observations and the language that you use to describe the student's behavior as objective and specific as possible. Try to refrain from ascribing motivation to the student unless warranted by the student's own statements (i.e. "he does this because..."). Include actual statements made by the student, if pertinent. Please do not make general statements about the student's behavior -- you need to provide several concrete examples for any  patterns you identify.

You will need to provide an introduction (describing the student and the context of the observation), a description of each of the observation(s) and its/their context(s), and a conclusion, where you try to draw some conclusions about the patterns in behavior you saw. Remember, you are not performing an evaluation or making hypotheses about the student's diagnosis -- you are attempting to identify patterns of behavior in different interaction contexts, and with reference to antecedents and consequences.


Grading Criteria for Observation Assignment (Analytic Rubric)
Due: October 19, 1999

Organization:            (     out of 2 points)
          All of the required information is included and easily located. (2 points)
          Most of the required information is included and easily located. (1 point)
          Most of the required information is not included and/or components are not easily located. (0 points)
.
Format:                (     out of 2 points)
          APA guidelines are followed without major/obvious exceptions. (2 points)
          APA are generally followed (i.e. font, spacing, and margins). (1 point)
          Significant errors in following APA format noted. (0 points)
,
Writing:                (       out of 4 points)
          The language used is consistently professional, intelligible, and objective. (4 points)
         The language at times is either overly personal or pedantic, with some minor use of subjective language. (3 points).
         "Person-first" and objectively descriptive language is not used consistently. (2 points)
         The tone is either very personal or pedantic and descriptions of the student and his/her behavior is consistently subjective. (1 point)
         Inflammatory and/or offensive language is used. (0 points)
.
Introduction:           (       out of 4 points)
          The introduction is well developed: it provides enough information to contextualize the observations, but not so much as to violate the student's privacy. It foreshadows the rest of the report by clear stating the focus and purpose of the observations and report. (4 points)
         The introduction includes basic information but does not go beyond to give the reader a sense of why this particular student was chosen, within the context of the assignment's purpose. The identity of the student is protected. (3 points)
         Insufficient information is provided to completely understand the who, what and why of this assignment. The student's identity is protected. (2 points)
         Insufficient information is provided to understand the who, what and why of this assignment. The student's identity is protected. (2 points)
         The student's privacy is violated. (0 points)
.
Description of Observations:    (       out of 4 points)
         The description of the observations is well developed and objective: specific examples of the student's behavior are provided, along with a complete description of the context (including antecedents and consequences) in which the behaviors were noted. (4 points)
         Specific examples of the student's behavior are provided, as well as the context in which they occurred, however, either one or the other are somewhat sketchy or general. However, language used to describe the observations are consistently descriptive/objective. (3 points)
         The description of the behaviors observed is general and/or vague and not specifically linked to the context in which the behaviors were observed. Some subjective language noted. (2 points).
         The description of the observations is not clear, either with reference to the student's behavior and/or the context in which it occurred. (1 point)
         The description of the observations is highly evaluative, judgmental and/or draws conclusions about the student's abilities. (0 points)
.
Conclusion:              (       out of 4 points)
         The conclusion goes beyond reiteration of previous information to draw conclusions of patterns in behavior, which are well substantiated by the data presented in the report. The conclusion also provides suggestions for further investigation of the student's behavior. Reference to this class' readings and/or discussions are included. (4 points)
         The conclusion primarily provides a reiteration of information previously presented. Few suggestions for further observation/investigation were presented. Some reference to this class' readings and/or discussions are included. (3 points)
         The conclusions drawn are not well supported by the data presented earlier, but some reference to this class' readings and/or discussions are included.  (2 points)
         The conclusions drawn are inappropriate. (1 point)
         The conclusions drawn are inappropriate and there is little support provided from the readings or class discussions. No suggestions for further investigation/observation were provided. (0 points)


Final Project: Resource Portfolio

Purpose of the Assignment:
There are multiple purposes for this assignment:
1) to provide an element of choice in the direction of your learning this semester,
2) to encourage a review of the entire semester's materials in your preparation of this assignment,
3) to allow you flexibility in providing me with concrete and adequate evidence of your learning this semester, and
4) to provide you with experience in yet another form of performance assessment this semester.

Directions for Preparation of the Resource Portfolio:
1) You will need to review all of your materials gathered and prepared over the course of this semester. This can include handouts, class notes, copies of assignments (yours and copies of colleagues), readings, additional materials used in the preparation of assignments, and materials from other courses that you used in developing an understanding of the course content. In short, anything that relates to the course content.

2) FOCUS OF PORTFOLIO: Out of this wealth of material, you need to start thinking about how you want to select and organize this material This is very, very, very important. A pile of stuff that needs to be sifted through is an a good resource (to yourself or anyone else). You need to think about what can be left out and what you want to include (now and in the future). You may to have place holders for things that you want to get, based on something you learned in this class. If so, that needs to be apparent.

3) INCLUSION OF ITEMS: When you think you have a focus for organizing and selecting your materials, you then need to start going about getting that you may still need (i.e. assignment from other students in the class, web site addresses, extra resources, etc.).

4) ORGANIZATIONAL SCHEME: Then, you need to put it together in some sort of system that works for you. This could be an accordion file, a notebook, a file box with hanging files, or something else entirely, like a web site... You will need some way of identifying the categories you have and of putting the pieces in those categories so that you can find them easily. Also, each piece needs to be clearly identified as well.

5) REFLECTION ON OWN LEARNING: Finally, you will need to write a brief essay, that makes a clear argument for your learning in this class. The portfolio, both in its organization and in the items included, with constitute the evidence that you rely on in your essay. It is not appropriate to talk about my teaching in this essay, but rather, about what you have done with the information and resources provided in the course to construct a personally meaningful and successful learning experience for yourself. Some of the questions you might consider as you think about developing your essay include the following:
 


Note: steps 2-5 above relate directly to those same categories of the rubric which will be used to grade this assignment.


Class Participation Grading Criteria - Analytic Rubric

Fifteen points have been assigned for "Class Participation" in this course. Each student will be asked to grade his/herself and the instructor will also grade each participant. Where there is more than a two point total disagreement between the student and instructor, an average of the two grades will be used. In the case of less than two point disagreement in scores, the instructor's score will be used for determining the points earned. The following four areas will be scored: 1) respect, 2) contribution to group, 3) listening, 4) openness. Rubrics for each are included below. Directions: circle the appropriate categories and/or statements within categories.

Respect:                                category points:
POOR FAIR GOOD EXCELLENT
A lack of respect for self, colleagues and instructor is shown by: 1) failure to follow interaction norms established by class and instructor (i.e. circle of voices), 2) frequent use of inappropriate oral and body language, such as eye rolling, profanity, or name calling, and 3) complete lack of reference to classmate's opinions and perspectives during class discussion.
1 point		 Little respect for self, colleagues and instructor is shown by: 1) following group norms during discussions only infrequently, 2) some use of inappropriate oral and body language, such as eye rolling, profanity, or name calling, and 3) infrequent reference to classmate's opinions and perspectives during class discussion
 

2 points

 Some respect for self, colleagues and instructor is shown by: 1) frequently following group norms during discussions, 2) frequent use of oral and body language that is professional, and 3) frequent reference to classmate's opinions and perspectives during class discussion.
 
 
 

3 points

 Consistent respect for self, colleagues and instructor is shown by: 1) always following group norms during discussions, 2) consistent use of oral and body language that is professional, and 3) frequent reference to classmate's opinions and perspectives in class discussion in a positive and supportive manner.
 
 

4 points

Contribution to Group                   category points:
POOR FAIR GOOD EXCELLENT
Contribution to the class is poor when: 1) the quantity of contributions is either much more or much less than most of the other students, 2) contributions to discussions are consistently off the topic at hand, 3) contributions consistently fail to engage other students, OR 4) contributions frequently have the effect of silencing other participants.

1 point

 Contribution to the group is fair when: 1) the quantity of contributions is neither significantly more or less than that of other students, AND 2) contributions to discussion are frequently tangential to the topic at hand, 3) contributions frequently fail to engage other students, OR 4) contributions sometimes have the effect of silencing other participants.

2 points

 Contributions to the group are considered good when: 1) the quantity of contributions is neither significantly more or less than that of other students, 2) student is not always the first one to talk after a prolonged silence, 3) contributions are frequently on topic, AND 4) contributions frequently engage other participants or support the engagement of other students.
3 points		 Contributions to the group are considered excellent when: 1) the quantity of contributions is neither significantly more or less than that of other students, 2) student is not usually the first one to talk after a prolonged silence, 3) contributions are almost always on topic, AND 4) comments frequently engage other participants or support the engagement of other students in a consistently positive manner.
4 points

.
Listening                                category points:
POOR FAIR GOOD EXCELLENT
Lack of listening is shown by: 1) frequent requests for information already provided, 2) frequent repetition of previously stated information, 3) inability to follow provided directions, AND 4) failure to incorporate others' reposes in comments and contributions.
1 point		 Little listening is shown by: 1) frequent requests for information already provided, 2) frequent repetition of previously stated information, 3) inability to follow provided directions, OR 4) failure to incorporate others' reposes in comments and contributions.

2 points

 Good listening shown by: 1) infrequent requests for information already provided, 2) infrequent repetition of previously stated information, 3) inconsistently following provided directions, AND 4) some incorporation of others' responses in comments and contributions.

3 points

 Excellent listening is shown by: 1) providing previously provided information to colleagues, 2) not redundantly repeating what was already stated, 3) consistently following directions, AND 4) incorporating others' responses and comments in contributions.

4 points

.
Openness                                category points:
POOR FAIR GOOD EXCELLENT
A lack of openness is shown by: 1) consistent failure to recognize and consider alternative perspectives, 2) reaction to alternative ideas in a dogmatic manner, AND 3) negative response to even positively worded criticism.
0 points		 Little openness is shown by: 1) consistent failure to recognize and consider alternative perspectives, 2) reaction to alternative ideas in a dogmatic manner, OR 3) negative response to criticism.
 

1 point

 Good openness is shown by: 1) recognition and consideration of alternative perspectives, 2) reaction to alternative ideas in a thoughtful manner, AND 3) an acceptance of positively worded criticism.

2 points

 Excellent openness is shown by: 1) consistent recognition and consideration of alternative perspectives, 2) consistent reaction to alternative ideas in a thoughtful manner, AND 3) a positive response to criticism.
3 points

Total points:
 
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Last updated: August 24, 1999