EEX4221

Assessment of Exceptional Students

Course Code: EEX4221

Credit Hours: 3

Effective beginning: 2021-22

 

Course Description:
This course is designed to provide teacher candidates with the knowledge of legal requirements and ethical principles of the evaluation process, the opportunity to analyze and interpret the results of formal and informal assessments, research and identify alternate assessment options in Exceptional Education, and utilize assessment results for instructional planning.

Course Details

Instructors:

Amy Somerset

somerseta@chipola.edu

 

 

Required textbooks/ course materials:

Special Education in Contemporary Society, An Introduction to Exceptionality (6th edition) by Gargiulo, Bouck and Bouck.  ISBN:  9781506310701

Systematic Instruction for Students with Moderate and Severe Disabilities, 1st ed., Dr. Belva Collins and Mark Wolery.  ISBN: 9781598571936

 

Assignment/course outline:

See first-day handout

 

Discipline-level learning outcomes:

 

 

 

 

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods

Determine the purpose and characteristics of different types of assessments and the appropriate use.

Apply the legal requirements and ethical principles regarding assessment of students with exceptionalities.

Identify measurements concepts, characteristics, and uses of norm-referenced and criterion-referenced assessments for students with exceptionalities.

Determine the purpose and requirements for participation of students with disabilities in statewide assessment program and available accommodations, waivers, and exemptions.

Interpret and apply the results of formal, informal and performance-based assessments to address specific needs of students with exceptionalities.

Analyze assessment data to identify student needs and evaluate student progress in acquiring, generalizing, and maintaining skills across settings.

Apply knowledge of the requirements for developing individual educational plans. (IEPs), educational plans (Eps) and transition IEPs.

Design a field journal documenting his/her experiences and observations, interventions and strategies, and formal reflection while completing a field placement in a special education K-12 classroom.

*Florida Educator Accomplished Practice Indicators (FEAPs)

2.a.4.b (FEAPs), 2.1 (FCS)

2.2 (FCS)

2.3 (FCS)

2.a.4.d (FEAPs)

2.4 (FCS)

2.a.4.a (FEAPs)

2.5 (FCS)

2.a.4.c (FEAPs)

2.6 (FCS)

2.a.4.a, 2.a.4.c, 2.a.4.d, (FEAPs 1.5 (FCS)

2.a.5.a, 2.a.5.b, 2.a.5.c, 2.a.5.d, 2.a.5.e, 2.a.5.f (FEAPs)

*Florida Exceptional Education Competencies & Skills (FCS)

Pre/Post, Q, UT, DB, H, Obs, TASK CC1D

Q, UT, DB, H, Obs, TASK CC11A

Pre/Post, Q, UT, DB, H, Obs, TASK CC10C

Q, DB, H, Obs., CS, W

Pre/Post, Q, UT, DB, TASK CC11A, TASK CC1D, RP

TASK CC1D, TASK CC11A, RP, Q, H, Obs, Prac

TASK CC11A

TASK CC10D, BO, DB, Prac

 

  • Attend and participate in class regularly.
  • Read all assigned material before class.
  • Study in-class notes and on-line (Canvas) materials.
  • Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
  • Seek opportunities to practice teaching skills through tutoring and substituting in K – 12 schools.
  • Collaborate with peers and other professionals.

College-wide policies and resources

For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.