Murray State UniversityCOMMON SYLLABUSRevised, August 2007DEPT: Educational Studies, Leadership & Counseling COURSE #: GUI 677 CRD HRS: 3I. Title: GUI 677: Individual Appraisal II II. Catalog Description: Theory and assessment of learning disability, observed behavior, test results and biographical information as a basis for individual appraisal and analysis of personality.III. Purpose: The purpose of this course is to provide the basic knowledge and skills in assessing (appraising) an individual’s cognitive, affective, academic and behavioral performance. This course is intended to assist students in their counseling and educational evaluation/diagnosis of developmental disorders in children in preschool through high school. IV. Course Objectives: (NASP domains are in parentheses. New counselor standards are in brackets). EPSB standards are in italics. Experienced Teacher Standards are underlined. Students will gain knowledge of:1. Individual testing and appraisal principles, including RTI principles (1,2,3)[C,7]2. The strengths and limitations of academic, intellectual, socio-behavioral, and adaptive behavior assessment (1,2,10)[3,7] Literacy3. The administration, scoring, and interpretation of academic, intellectual, socio-behavioral, and adaptive behavior test instruments for children and adolescents (1,2,3)[C] 74. How to communicate test results orally and in writing (2,8) Leadership 15. How to effectively use screening procedures and techniques (1,2,3) [7] 6. How to effectively use informal assessment techniques (e.g., behavior observations, interviews) (2,3)7. The special education diagnostic categories employed in Kentucky (2)[2,7]8. The strengths and limitations of assessment of persons for diverse populations (5)[2,7]Diversity9. How to access and incorporate information from pertinent professional organization websites (11) Technology 1010. How to identify resiliency factors in children (7)[3]This course is communication intensive and focuses on the mastery of both oral and written skills. Toward this focus, assignments have been designed to emphasize written and oral communication development as measured through class assignments, oral and written reports, and portfolio entries.The COE Conceptual Framework and the Theme of the Educator as a Reflective Decision Maker are addressed in this course by urging students to carefully review written feedback from the instructor on their written reports and test records and to set goals for improved performance. The Theme of Diversity is explored in this course through lecture, selected readings, and review of theethical code. The assessment of members from diverse populations is a very important issue in the field—students learn to recognize and appreciate individual differences, plan appropriately sensitive assessments, and provide feedback to parents in accordance with their understanding of the ethical code and readings/lecture from class.Technology is addressed through the provision of current web resources related to assessment/evaluation and the use of computer scoring/interpretation programs throughout the course.V. Content Outline: See attachedVI. Instructional Activities:A. Lecture, class participation, and discussionB. Test administration and interpretation with written reports and feedbackC. Role-play activitiesVII. Field, Clinical/Laboratory Experience:1. Students will practice administering and scoring the PIAT, Key-Math, WJ-III, UNIT, WASI, and other tests.2. Students will practice integrating and interpreting information from allied procedures (e.g., interviews, behavior observations, CBA) with standardized test results3. Students will practice and gain expertise in written and oral interpretation of test results.VIII. Resources: All test manuals, protocols, scoring records, and related materials to those instruments identified abovewill be utilized. In addition, the latest edition of the Sattler text is required: Sattler, J. (2001) Assessment of children: Behavioral and clinical applications, Fourth Edition. The following websites will also be used: www.naspweb.org and www.kde.ky.usIX. Grading ProceduresListed below are the grading requirements for this class. An incomplete (INC) will be given only in extremely unusual circumstances. You may administer/interpret/write additional tests (as indicated by the instructor) should the need arise to meet the competencies this course is designed to teach. Students enrolled in this course are encouraged to reflect upon the social and ethical responsibility they are assuming in undertaking this area of professional development. This course requires a significant amount of time and effort to master the course objectives. Students are encouraged to read the assigned materials, examine test materials, and read the manuals for each test as soon as they are assigned. Students are also expected to participate in class discussions and assigned activities. It is also expected that students have had at least two formal assessment courses (Tests and Measures and beginning Intelligence Testing) and that they will use those skills in this course.Grades will be earned using the following guideline.Protocol and Report Scoring Criteria: Each error in scoring and technical administration is counted as one half point. Failure to follow standardization procedure or errors of a careless nature (e.g., wrong chronological age computation, wrong table) will count one point. Scoring errors requiring fine distinctions in judgment will not be penalized. Reports will be graded using the Feedback form (see attached).Mid-term 50 pts Final 50 pts2 WJ-III Cognitive Extended Battery 10 pts2 Classroom behavior observations 10 pts each2 WASI 10 pts each2 CBA 20 pts each2 UNIT 10 pts each3 WJ-III Ach 10 pts each1 Key Math 10 pts1 PIAT-R 10 pts1 RTI 50 pts7 comprehensive reports 10 pts each390 pts TotalA = 351 B = 312 Note: This is a competency-based course. Grades below “B” are unacceptable for the school psychology and IIA programs. Grades below “B” will automatically be “flagged” and prompt a facultyreview of the student’s progress in the program. Grades below 7 on a report or protocol may be reassigned until an acceptable level of competency has been met. FLAG SYSTEM/CONTINUOUS ASSESSMENTStudent progress, throughout the school psychology and IIA preparation programs, is continuously assessed.