Educational Assessment and Intervention – EDUC 622
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Emphasis is placed on connections from research to practice and making instructional decisions based on systematically collected data.
Background Check Required
It is imperative for every school to have educators who are prepared to assess special needs and plan intervention 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.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Utilize technology competencies for effective assessment.
- Conceptualize theories and models of assessment.
- Examine, administer, and interpret educational assessment materials.
- Generalize current professional literature regarding educational assessment.
- Formulate intervention strategies based on assessment to enhance the success of all learners.
- 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.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussion Board Forums (3)
Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 450–500 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each forum must follow current APA formatting. The candidate must incorporate a biblical worldview, and use Bible passages to support his/her opinion. Each reply must be 150–200 words. (MLO: F, G)
Assessment Evaluations (2)
The candidate will complete 2 separate assessment evaluations based on current assessment instruments used for diagnostic, intervention, and behavioral evaluations in school settings. The first assessment evaluation will focus on reading/writing. The second evaluation will focus on behavioral, reading, or intervention. The second assessment evaluation’s focus will depend on the candidate’s major. Each evaluation will include 3 components: a review of 4 testing instruments, support and/or review from Buros Mental Measurement database for each instrument, and a reflection and application to current school settings. Each evaluation must be formatted in current APA, contain a minimum of 8 pages of content (2 pages per instrument review), and include cover and reference pages. (MLO: B, C, D)
Case Study for Data Analysis Report
Case Study Part 1 – Data Interpretations
For this part, the candidate will read a case study describing a student and input 3 different sets of data into an Excel file to examine various plots of data on a graph. Using the information gathered from the Excel file, the candidate will determine which graph shows the student below expectations, meeting expectations, and exceeding expectations and write a brief explanation about each graph.
Case Study Part 2 – Interventions
For this part, the candidate will use the case study which describes the student in Part 1 who is below expectations in reading based on the graph. The candidate will create at least 2 research-based interventions and identify an assessment to use to monitor the student’s progress. The paper must be a minimum of 3–4 pages (not including the title and reference pages), cite support from at least 2 scholarly articles, and use current APA format.
Case Study Part 3 – Teacher Recommendations
The candidate will create a brief, objective report which provides information to include in the student’s file, identifying why the student is below expectations, interventions to use, and future recommendations for the student, parent, or other classroom teachers. (MLO: A, B, C, D, E)
The candidate will identify 1 K-12 student and complete a report using assessment instruments based on the candidate’s program of study—reading or math. The candidate will write a report based on the data from the assessment and create recommendations for the client. Submission is required in Livetext. Field experience requirement with K-12 client. However, no field placement is needed through the field office. (MLO: B, C, E, G)
VDOE Dyslexia Awareness Module
The candidate will view and complete the required Dyslexia Awareness Module as required by the state of Virginia for the licensure and student teaching/internship process. The candidate will be required to view the entire module (approximately 40 minutes) in one sitting. Upon successful completion, the candidate will scan and upload his/her completion certificate to Blackboard, using the Blackboard link provided, and LiveText. (MLO: F)
Each test will cover the Reading & Study materials for the assigned module(s)/week(s). Each test will be open-book/open-notes, contain 50 multiple-choice questions, as well as 1 essay question. Each test will have a 2-hour and 30-minute time limit. (MLO: B, E, F)