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Murray SED 407 - SED 407 SYLLABUS

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Murray State UniversityMurray State UniversityCOURSE SYLLABUSRevised Spring 2011DEPARTMENT: ACS COURSE NUMBER: SED 407 CREDIT HOURS: 3I. TITLE: Transdisciplinary Assessment of Individuals with Moderate/SevereDisabilitiesII. COURSE DESCRIPTION: This course involves procedures for assessment of the behavioral and educational performance of individuals with moderate to severe disabilities including task analysis, sequencing, behavioral skills and designing individual instructional programs. Students will be provided with experience in conducting assessments, developing individual education plans and use of program evaluation techniques related to individuals with moderate to severe disabilities.III. PURPOSE: This course is designed to develop competencies in assessment and educational programming including collecting, classifying, analyzing, interpreting, and reporting assessment data for individuals with moderate to severe disabilities and the development of appropriate IEPs. IV. COURSE OBJECTIVES: Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines and initiatives. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teachers Standards (KTS) addressed by that objective. Upon successful completion of this class, the student will be able to:A. Discuss federal and state requirements governing the assessment of individual’s with moderate to severe disabilities including due process procedures andrequirements. (KTS #1, 5) B. Analyze the Kentucky Instructional Results Information System and alternative portfolio assessment for individuals with moderate to severe disabilities. (KTS #1, 5)C. Compare assessment strategies including direct observation, interviews, norm-referenced, criterion referenced, and curriculum-referenced testing in relation todeveloping performance based, functional, and activity based programming. (KTS #1,5)D. Summarize assessment data for the purpose of developing an individualized education program for students with moderate to severe disabilities which facilitate performance-based, functional and activity based programming (KTS #1, 5)E. Differentiate assessment for the following: screening, diagnosis and placement, instructional planning, measuring student progress, and program evaluation. (KTS #1, 5)F. Administer, score, and interpret results of assessment instruments appropriate for use with individuals with moderate to severe disabilities. (KTS #1, 5)G. Demonstrate knowledge of reliability, validity, norms, scales of measurement, and quantification of test performance including statistical concepts related to assessment. (KTS #1, 5)H. Discuss the use of task analysis for assessment purpose. (KTS #1, 5)I. Discuss factors related to cultural background which can affect assessment of individuals and their families. (KTS #1, 5, 8)J. Demonstrate the use of microcomputers and related technology in assessment. (KTS #6)K. Conduct assessments of the environment, including the use of ecological inventories and curriculum catalogs to develop critical activities in various domains, e.g., domestic, community, recreation/leisure, and vocational. (KTS #1, 5)L. Develop and adapt alternative, performance based assessments, including portfolio assessment. (KTS #1, 5)M. Compare various team models for assessment and instruction. (KTS #1, 5)The COE Theme of Educator as Reflective Decision Maker is addressed in this course byrequiring students to reflect through the course activities of reaction papers, assessment reports, and programming for student IEPs. The EPSB Themes of Assessment and Closing the Achievement Gap are explored in the course through various chapters within the text such as ecological assessment, person-centered planning, adapting standards-based curriculum, and alternate assessment.V. CONTENT OUTLINE:A. Purpose of AssessmentB. Interpretation of standardized measuresC. Cautions in test interpretationD. Observations and behavioral recordingsE. Performance assessment F. Task analysisG. Criterion-referenced assessmentH. Curriculum-based assessmentI. Classroom based assessmentJ. Ecological assessmentK. Alternate assessmentL. Communicating assessment resultsM. Collaborating with familiesVI. INSTRUCTIONAL ACTIVITIESA. Lectures and discussionB. Small group discussionC. Cooperative group activitiesD. Reading materialE. QuizzesF. Written assignmentsG. Individual and group presentationsH. Research assignmentsI. ExamsVII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:None VIII. RESOURCES:A. Waterfield LibraryB. BlackboardC. Self-selected books and articlesD. RACERTrack, ERIC, and the InternetE. Professional publicationsIX. GRADING PROCEDURES:A. Course RequirementsTerminology Project 50 ptsStandardized Test Description 50 pts2 Journal article summaries 50 pts = 2 @ 25 pts Program Planning Assessment 100 pts Quizzes 50 pts = 5 @ 10 pts Assessment Development Project 100 ptsB. Grading ScaleA = 100-90%B = 89-80%C = 79-70%D = 69-60%E = Below 60%* Any student with special learning needs should contact the instructor. Any student not progressing well in the course should contact the professor for an appointment to discuss how to improve understanding.X. ATTENDANCE POLICY:This course adheres to the academic policy in the current MSU Undergraduate Bulletin.XI. ACADEMIC HONESTY POLICY:This course adheres to the academic honesty policy stated in the current MSU Undergraduate Bulletin. XII. TEXT AND REFERENCES:Browder, D.M. (2001). Curriculum and assessment for students with moderateand severe disabilities. New York, NY: Guilford Press. Other readings as assigned by instructor. XIII. PREREQUISITE:None.XIV. NON-DISCRIMINATION POLICY STATEMENT:Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State

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