Assessment of Exceptional Students

Course Code:

Credit Hours:

Effective beginning:



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


Amy Somerset



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:

E – 1   Designs and plans effective instructional lessons.

E – 2   Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E – 3   Delivers and facilitates effective instruction.

E – 4   Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.

E – 5   Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning

E – 6   Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.




Course-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 CC10D, BO, DB, Prac


Means of accomplishing learning outcomes:

  • 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.


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