ESE 273 - Diagnosis and Assessment of Mild-Moderate Disabilities

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

A comprehensive review of measurement terminology, principles, ethical practices, and types; testing accommodations and modifications; testing bias; using technology to create forms of feedback; and creating informal assessments. Also includes cognitive processes that influence learning, data analysis, and the use of data to plan instruction.

Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.

Course Learning Outcomes

Identify implications, recommendations, and accommodations/modifications for instruction and assessment based on cognitive processes which influence learning for students with mild-moderate disabilities. (Council for Exceptional Children (CEC) 6; Initial Specialty Curriculum Individual (ISCI) 1; Interstate Teacher Assessment and Support Consortium (InTASC) 1, 6) M2A1
Utilize effective technology to support assessment practices to communicate feedback to learners on their progress. (CEC 4; InTASC 6; International Society for Technology in Education (ISTE) 2; ISCI 4)
Select and design assessments to address specific learning goals and individual differences. (InTASC 6; ISCI 4)
Use knowledge of multiple types of assessments and measurement principles and practices to examine and interpret assessment data; to guide instructional decisions and planning; and support, verify, and document learning. (CEC 4; ISCI 4; IGC 4; InTASC 6, 7)

Outline:

Assessment Types
Measurement Principles and Practices
Uses for Assessment
1. Monitoring student progress
2. Instructional decision making and planning
3. Document learning
Using Technology to Support Assessment
Design and Administration of Informal Assessments
Accommodations and Modifications
Cognitive Processing