EDSP 622 Assessment and Evaluation in Special Education

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.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Course Guide

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It is important for special educators to be prepared to interpret assessment data and use assessment data to make decisions about eligibility and the development of individualized education plans for students with disabilities. Special educators must be aware of the legal and ethical issues surrounding assessment and be equipped to make decisions about testing accommodations and participation in state and local assessments.


Textbook readings and lecture presentations

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Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (3)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for the Discussions. The thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two other classmates’ threads. Each reply must be 100 words. (CLO: F, G)

The candidate will complete a chart to designate from scholarly sources specific theories or ideas about assessment with students in special education and how to apply those theories or ideas with actual students. Current assessment instruments used for diagnostic, intervention, and behavioral evaluations in school settings can be used in the practices column of the chart. Each theory/idea and practice will require source citation formatted in current APA, and contain a minimum of 10 rows of content. (CLO: B, C, D)

Case Study Assignments (2)

The case study is compiled of 4 parts to lead the candidate through a hypothetical RTI process to compile, analyze, and plan interventions based on the data, culminating with the development of an Individualized Education Program (IEP). (CLO: A, B, C, D, E)

Quiz: Case Study: Selecting a Client

The candidate will confirm their purchase of the resources/textbooks needed for this course in order to complete the Client Report Assignment. The candidate will also select a client to assess for the Client Report Assignment and report the date in which the BRI assessments are scheduled. The quiz will be open-book/open-notes, contain 4 short answer questions, and have no time limit.

Case Study: Individualized Education Program (IEP) Evaluation Assignment

The candidate will extend findings from the previous three parts of the Case Study to develop elements of an IEP for the student, synthesizing and interpreting assessment findings to inform individualized education program planning including decisions about participation in state and division-wide assessments.

Client Report Assignment

The candidate will identify a 1st-12th grade student and complete a portfolio of reading assessments using qualitative and quantitative measures. Through observations and environmental assessments, the candidate will write a narrative on the observations of the client and complete various reading measures. After collecting data, the candidate will write a reading analysis of the client’s performance based on the synthesis of the collected data from the various assessments. Based on the findings, the candidate will create future recommendations for various stakeholders to use in the client’s educational process. Submission is required in LiveText. Field experience requirement with 1st-12th grade client. However, no field placement is needed through the field office. (CLO: B, C, E, G)

Reflection on Assessment & edTPA Task 3 Assignment

The candidate will assess and analyze the components of an edTPA Task 3 portfolio and reflect on his or her learning in the course and how learning in this course will assist the candidate in the future development of an edTPA SPE Portfolio when entering the student teaching phase of the degree program. Submission in LiveText is required. The commentary should be at least 5 single-spaced pages including prompts, and must not exceed 8 pages. (CLO: C, H)

RTI Tier 1–3 Graphic Organizer Assignment

As special educators, it is necessary to assess and interpret data when making decisions about the needs of students. Through the reading and materials in the course, the candidate will understand the role of the three tiers of Response To Intervention to best inform these decisions. The candidate will select at least 3 facts from scholarly sources for each of the 5 categories of RTI and display the content by creating a graphic organizer. Sources for each fact will be cited with APA 7 formatting. (CLO: E, F)

“From Concern to IEP” Infographic Timeline Assignment

As special educators, it is critical to understand the process involved in moving from concern about a student and learning to the creation and implementation of the Individual Education Program (IEP) and placement in special education. Candidates will use information from the course to create an information and graphics timeline that details each step in the special education process. The timeline must contain at least 5 images and 5 steps that are documented to be official steps in the IEP process. Information sources will be cited using APA 7 formatting. (CLO: F, G)

This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 60 multiple-choice questions, and have a 2 hours and 30 minutes time limit.

This quiz will cover the Learn material for the assigned module. This quiz will be open-book/open-notes, contain 60 multiple-choice questions, and have a 2 hours and 30 minutes time limit.


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