Educational Assessment for Special Needs – EDUC 621
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/09/2020
This course examines the processes and strategies for assessing students with special needs.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
It is imperative for every school to have educators who understand the assessment process and can plan interventions for students who have learning difficulties and other related problems. Ministering to those in need is the professional responsibility of every educator and the spiritual mandate for every Christian. “Here is my servant,…my chosen one in whom I delight,… a bruised reed he will not break and a smoldering wick, he will not snuff out.” (Isaiah 42:1–3)
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Demonstrate professional responsibilities by consistent course participation and completion of all stated assignments in a timely manner.
- Integrate Christian and professional principles throughout the course.
- Compare and contrast various educational assessments in order to better assist students with special needs.
- Generalize current professional literature regarding educational assessment.
- Conceptualize and demonstrate the ability to apply theories and select appropriate tools of assessment when given “real world” scenarios of special needs students.
- Demonstrate educator competence in determining effective intervention needs based on assessment data for reading, written language and/or mathematics instruction when given “real world” scenarios of special needs students.
- Examine, administer, and interpret educational assessment materials.
- Formulate instructional strategies based on assessment to enhance the success of all learners.
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the purpose of the Discussions is to generate interaction among the candidates in regards to relevant current course topics. For each Discussion, the candidate is required to post one thread of 500–600 words. The candidate will also post two substantive replies of 200–250 words. (MLO: A, B, D)
Dyslexia Awareness Training
After the Dyslexia Awareness Training Module has been completed, candidates will be assessed on the training module’s information by completing the SLD/Dyslexia Awareness Quiz. (MLO: A, D)
Article Review (1)
The candidate will examine one special education research article from a current peer-reviewed journal and submit a 2-page scholarly review written in current APA format in Microsoft Word. (MLO: A, D)
Case Studies (4)
The candidate will complete 4 graded exams in which test scores for a given case study will be interpreted. The candidate must then provide recommendations based on the data sets provided. (MLO A, F, H)
Test Reviews (5)
The candidate will choose five assessment instruments from the assigned textbook chapters and submit a written evaluation using the Test Review Form based on information from the Mental Measurements Yearbook (MMY) and Tests in Print database available through Liberty University Online’s Research Portal. MLO: A, C)
The candidate will complete five quizzes. Each quiz will consist of 12 multiple-choice and multiple answer questions as well as one essay question based on the textbook readings. Each quiz is open book/open notes and must be completed in two hours. Once the quiz has begun, it must be completed and cannot be finished at a later time. (MLO: A, E, H)