EEX 4221 - Educational Assessment of Exceptional Students

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Fall 2024 (640)

Requisites

(Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) or
Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS)) and
Prerequisite EEX 3012 with a minimum grade of C and
Pre- or Co-requisite EDF 4430 with a minimum grade of C

Course Description

This course is a study of theory and practice of informal and formal assessment of behavior and/or learning problems. Practice with evaluation instruments and strategies is a key component of the course. Use of assessment information in designing academic K-12 curriculum plans is taught.

Learning Outcomes and Objectives

  1. The student will determine the purpose and the requirements for participation of students with disabilities in statewide assessment programs and available accommodations, waivers and exemptions by:
    1. outlining the state assessment requirements for students with disabilities.
    2. outlining procedures for accessing accommodations, waivers, and exemptions.
    3. participating in a mock Individualized Education Plan (IEP).
  2. The student will apply knowledge of the requirements for developing individual educational plans (IEPs) including transition IEPs (TIEP) by:
    1. constructing a mock Individualized Education Plan (IEP).
    2. constructing a mock TIEP.
  3. The student will apply the legal requirements and ethical principles regarding assessments of students with exceptionalities by:
    1. exploring the links between specific assessments and ethical principles.
    2. connecting legal requirements and ethical principles to assessment practices.
  4. The student will determine the purposes and characteristics of different types of assessments and their appropriate use by:
    1. outlining features of different types of assessments and their use in special education assessment.
    2. justifying choice of assessments made in a case study.
  5. The student will evaluate the results of formal and performance-based assessments to identify student needs and to evaluate student progress in acquiring, generalizing, and maintaining skills across settings by:
    1. analyzing collected data or a case study on a student with exceptional needs.
    2. interpreting data from formal and performance-based assessments to evaluate student progress.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 4/9/02, BOT 5/14/02, Effective 20021. Effective 20032 (Prereq # change). C&I 9/28/04, BOT 11/16/04, Effective 20042(0345). Prereq 3011 chgd to 3012, effective 20081 (0400) by Field Rev. 3 Year Review 2008. Flex Access online 20091(0415). C&I Approval: 05/16/2014, BOT Approval: 10/21/2014, Effective Term: Spring 2015 (495).
C&I Approval: 02/17/2024, BOT Approval: 03/19/2024, Effective Term: Fall 2024 (640)