COURSE SYLLABUS OUTLINECNS 689 Individual TestingSpring 2012Department: Educational Studies, Leadership and CounselingCourse Number: CNS 689 Individual TestingCredit Hours: 3 hoursInstructor: Mardis Dunham, Ph.D.Office: 270-809-6466 3217 Alexander HallE-mail: ([email protected])Class time: 5:00 - 8:00 Thursday, 2207 Alexander HallOffice Hours: Monday through Thursday 8 am to 2 pm; before and after class asneeded, or by appointmentDEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP & COUNSELING COURSE PREFIX: CNS COURSE NUMBER: 689 CREDIT HOURS: 3I. TITLE: Individual TestingII. COURSE DESCRIPTION AND PREREQUISITE(S):Supervised practice in the administration of a variety of children, adolescent, and adultintellectual assessment instruments.Prerequisite(s): GUI/CNS 683 and consent of instructor.III. COURSE OBJECTIVES:NASP domains are in parentheses. New counselor standards are in brackets. EPSBstandards are in italics. Experienced Teacher Standards are underlined. Students willgain knowledge ofA. Individual testing, measurement concepts, and appraisal principles (1)[3,7,C]Diversity 6B. Strengths and limitations of intellectual assessment (1,10) DiversityC. Critical issues related to cultural biases of testing (1,5)[D] DiversityD. Ethical standards for assessment (1,10) LeadershipE. Report writing and parent feedback (1,3,4,6,10) Leadership1F. Basic assessment principles of rapport and managing the client (5,10)G. Kentucky’s special educational referral process (1,3,6,8)[7] 6H. Exceptional populations (e.g., learning disabilities, mental retardation) and how toassess them (1,3,5)[2,3] Literacy 3,6The 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 setgoals for improved performance.The Theme of Diversity is explored in this course through lecture, selected readings,and review of the ethical code. The assessment of persons from diverse populations is avery important issue in assessment—students learn to recognize and appreciate individual differences, plan appropriately sensitive assessments, and provide feedbackto parents in accordance with their understanding of the ethical code andreadings/lecture from class.Technology is addressed through the provision of current web resources related toassessment/evaluation and the use of computer scoring/interpretation programs throughout the course.PT- This course provides students with professional training.IV. CONTENT OUTLINE:See AttachedV. INSTRUCTIONAL ACTIVITIES:A. Lecture, class participation, and discussionB. Test administration and interpretation with written reports and feedbackVI. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:A. Students will practice administering and scoring the WJ-III Cognitive and WISC-IVB. Students will practice integrating and interpreting information from alliedprocedures (e.g., interviews, behavior observations).C. Students will practice written and oral interpretation of test results.VII. TEXT(S) AND RESOURCES:A. Sattler, Jerome (2008) Assessment of children: Cognitive applications, Fifth Edition(Required) & Sattler/Dumont SupplementB. Selected Readings (Provided)C. WJ-III Examiner Training Workbook (provided)VIII. EVALUATION AND GRADING PROCEDURES:Listed below are the grading requirements for this class. An incomplete (INC) will begiven only in extremely unusual circumstances. You may administer/interpret/write additional tests should the need arise (as indicated by the instructor) 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 (approximately 6 hours per assignment) and effort to master the courseobjectives. Students are encouraged to read the assigned materials, examine test materials, and read the manuals for each test as soon as possible. Students are alsoexpected to participate in class discussions and assigned activities.Grades will be earned using the following guideline.2 Exams (mid-term/final) 100 pts each4 WJ-III reports 20 pts each4 WJ-III protocols 10 pts each1 WJ-III Video Scored pass/fail3 WISC-IV reports 20 pts each380 pts total“A” = 342 pts“B” = 304 pts“C” = 266 ptsP roto c ol and R e port S c o r ing Crite r i a : Each error in scoring and technical administration is counted as one-half error. Age and score conversion errors will countas one error. Scoring errors requiring fine distinctions in judgment will not be penalized but will be corrected and discussed. Reports will be graded using the attached Feedback form. The video will be graded using the criteria provided in theWJ-III Examiner Training WorkbookNot e : This is a competency-based course. Grades below “B” are unacceptable forpersons entering the school psychology or IIA endorsement programs. Failed videoswill be reassigned.IX. ATTENDANCE POLICY:Students are expected to adhere to the MSU Attendance Policy outlined in thecurrent MSU Bulletins.X. ACADEMIC HONESTY POLICY:Cheating, plagiarism (submitting another person’s material as one’s own), ordoing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentationof unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.Note: Faculty reserve the right to invalidate any examination or other evaluativemeasures if substantial evidence exists that the integrity of the examination has been compromised.XI. NON-DISCRIMINATION POLICY STATEMENT:Murray State University endorses the intent of all federal and state laws created toprohibit 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