Outline of Content
Unit 1: Background and Purposes of Assessment
- Identify the purposes of assessment (e.g., screening, eligibility, diagnosis, identification of relevant instructional content, and effectiveness of instruction).
- Review the historical events of assessments for special education students.
- Define key assessment terminology.
- Historical Perspectives - Assessment Development
- Assessment Terminology - Key Terms
- Background and Purpose - Student Progress
Assessment Task #2: Check Your Understanding Quiz
Assessment Task #3: Assessment Instruments
Unit 2: Legal Requirements and Ethical Principles
- Identify key federal and state laws that guide evaluation practices for students with disabilities.
- Describe the role of multi-disciplinary teams in conducting a comprehensive educational evaluation and the importance of understanding nondiscriminatory assessment practices.
- Describe parent participation in terms of consent, input, and procedural safeguards.
- Identify and describe the function of evaluation when determining eligibility for special education services, including the role of independent evaluations.
- Identify and describe required components of the IEP document.
- Identify the procedures and components required for reevaluation of a student with a disability.
- Identify and describe the document which reflects state and local policies in the evaluation, eligibility and placement of students with disabilities.
- Describe the importance of professional standards when administering tests (i.e. confidentiality, adherence to test protocols, etc.).
- Federal Laws - Key federal and state laws
- IDEA and Assessment - Evaluations conducted with a child
- State and Local Requirements - State and local policies in evaluation
- Professional Standards - Importance of professional standards
Assessment Task #4: Check Your Understanding Quiz 2
Unit 3: Over-Representation Issues
- Identify the factors that (e.g., curriculum alignment, cultural bias) influence disproportionate representation of students from diverse cultural, linguistic, and socioeconomic backgrounds in programs for students with disabilities.
- Identify the implications for assessment and the instructional strategies for teaching culturally diverse students.
- Review national, state, and local data related to disproportionate representation of minorities identified as having a disability.
- Factors That Influence Over-Representation
- Assessment and Strategies
- Data Show the Extent of the Problem
Assessment Task #5: Promising Practices That Influence Over-representation
Assessment Task #6: Assessment and Strategies
Assessment Task #7: Is Disproportionate Identification a Problem?
Unit 4: Types of Assessment
- Analyze purposes, strengths, and limitations of standardized assessments.
- Analyze purposes, strengths, and limitations of informal assessments.
- Identify characteristics and purposes of assessments used for eligibility.
- Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced and performance-based assessments for students with disabilities.
- Interpret, analyze, and apply the results of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.
- Types of Assessment
- Formal Assessments
- Informal Assessments
- Assessments Used for Eligibility Determination
Assessment Task #8: Formal Assessments
Assessment Task #9: Informal Assessments
Assessment Task #10: Eligibility Determination
Unit 5: Assessment, Accountability, and Instruction
- Identify the roles and characteristics of the Florida Comprehensive Assessment Test (item specifications, test formats, grade levels, scoring and reporting, and use of results).
- Analyze the accountability and assessment requirements of No Child Left Behind.
- Describe the F.A.I.R. (Florida Assessments for Instruction in Reading) and the Florida K-12 Reading Plan.
- Identify effective strategies or techniques to strengthen the connection between assessment and instruction.
- Identify and analyze reliable and valid progress monitoring methods for assessing individual student progress (e.g.; curriculum-based assessments, fluency checks, rubrics, story retelling, informal reading inventories, portfolios.
- Accountability and Assessment
- No Child Left Behind and Florida Statutes
- Connecting Assessment and Instruction
Assessment Task #11: Accountability in NCLB and Reading First
Assessment Task #12: Connecting Assessment and Instruction
Unit 6: Alternate Assessment
- Describe Alternate Assessment (definition, purpose, federal and state laws).
- Identify the characteristics of the Florida Alternate Assessment and the levels of complexity of the Sunshine State Standards Access Points for students who need an alternate assessment.
- Identify alternate assessments and procedures (e.g., observations, performance-based assessments, interviews, and portfolios).
- Definition of Alternate Assessment
- Purpose of Alternate Assessment
- Legal Requirements of Alternate Assessment
- Targeted Population
- Alternate Assessment in Florida
- Reporting Alternate Assessment
Assessment Task #13: Check Your Understanding Quiz 3