EDUC 129 Educational Assessment of Individuals with DisabilitiesUniversity California Riverside Spring 2018
Instructor / Michelle Stockdale, M.A., M.S. / Contact Info /Text @EDUC129 to 81010
Class Info / Mondays, 5:10 – 8:00 p.m.
HMNSS 1404 / Office Info / Mondays, 4:00 – 5:00 p.m.
Sproul 2205
Course Description & Objectives
4 Lecture Units; 3 hours outside research
Principles and techniques of assessment and educational planning for children with disabilities. Includes examination of a broad range of assessment tools for general and special education.
(1) understand and apply the principle of non-discriminatory testing in identifying and assessing students’ needs,
(2) administer a variety of formal and informal assessment measures (e.g., developmental, academic, social, communication, behavioral, vocational, etc.),
(3) communicate the results of an assortment of individualized assessments and evaluation approaches, and
(4) utilize assessment data to develop IEP goals, objectives, adaptations and instructional plans.
Textbook & Required Resources
Overton, T. (2016). Assessing Learners with special needs: An applied approach (8th ed.). New York: Pearson.
This course is web-enhanced viaiLearn(Blackboard). Class notes, discussion boards, announcements and other supplemental class materials will be made available via iLearn.
Course Grading Policy & Procedures
The gradebook calculations will be maintained in iLearnand will be updated throughout the quarter. Points in the gradebook fluctuate as tasks are graded and entered. Please keep track of your grades against the course summary of points respectively.
All in-class assignments and in-class quizzes must be completed in classon the day it is assigned.There are no extensions on any academic tasks for this course. In the event of extenuating circumstances, the instructor and student can meet on how to accommodate the loss of learning or assessment opportunity on an individualized agreement.
Students’ course grade will be based on performance for the following academic tasks:
Course Summary of Points2 Exams / 100 pts. ea. / 200 pts. total
8 Quizzes / 10 pts. ea. / 80 pts. total
10 In-Class Activities / 10 pts. ea / 100 pts. total
7 Reflection Exercises / 10 pts. ea. / 70pts. total
1 Assessment Administration Observation / 100 pts. / 100 pts. total
Student Resource Presentation / 50 pts. / 50 pts. total
1 Final Project/Portfolio / 50 pts. / 50 pts. total
650 total course points
Final & Midterm Exams
There will be both a midterm and a final exam in this course. The exams’ format is a combination of multiple choice, true/false, and essay. Students will be given 2 hours in class to complete the exam(s).
Quizzes
In-class or online quizzes will include content from the textbook, supplemental readings and/or videos.Students must be well-prepared to take the quizzes at the start of the class.Be sure to arrive on time and read all the assigned material before class. There will be no make-up quizzes allowed.
In-Class Activities & Reflection Exercises
In-Class Activities and Reflection Exercises will be assigned during and/or after lectures and must be completed and turned in during the respective class session. Make-up In-Class Activities &/or Reflection Exercises are not an option in any circumstance.
Assessment Administration Observation
This assignment will require you to observe the administration of an educational assessment. It will be the student’s responsibility to arrange this observation with any member of an IEP team (school psychologist, SLP, education specialist, etc). Students will then analyze the assessment data and synthesize the results with content learned from this course. Instructions and a rubric will be provided at a later time.
Student Resource Presentation (Group)
Groups of 3-4 students will sign up to prepare a class set of a chosen resource. The resource shared by the groups will be included in the Final Project Portfolio. Sign-up choices for various resource topics will be posted on Blackboard. A short presentation on the resource will be expected for full points. Dates for presentations will be selected by the instructor and posted on Blackboard.
Final Project/Portfolio
Students will prepare a binder for this course that includes a variety of materials collected from the course. A table of contents will need to be created by the student. Students will be graded on overall completion, presentation and organization of the portfolio.
Course Schedule
Lecture Topic(s) / Readings / Activities / CPS / TPE*Week 1
April 2 / Introduction (L1) / Ch 1 (R1) / In-class Introductions (A1) / 3.1, 4.1, 4.2, 13.1 / 8 ,12
Week 2
April 9 / Laws, Ethics and Issues (L2)
Descriptive Statistics (L3) / Ch 2 (R2)
Ch3 (R3) / Ch 2 & 3 Quiz (A2)
In-Class Activity (A3)
ReflectionExercise (A4) / 3.1, 4.1, 4.2, 6.3, 6.6, 13.1 / 3, 8, 12
Week 3
April 16 / Reliability and Validity (L4)
Norm-Referenced Assessment (L5) / Ch 4 (R4)
Ch5 (R5) / Ch 4 & 5 Quiz (A5)
In-Class Activity (A6)
Reflection Exercise (A7) / 3.1, 4.1, 4.2, 6.3, 6.6, 13.1 / 3, 8
Week 4
April 23 / Curriculum-based/Informal Measures (L6)
RTI and Progress Monitoring (L7) / Ch6 (R6)
Ch7 (R7) / Ch 6 & 7 Quiz (A8)
In-Class Activity (A9)
Reflection Exercise (A10) / 3.1, 4.1, 6.6, 13.1 / 3, 8
Week 5
April 30 / Review Chapters 1-7 / Pre-Midterm
Midterm Exam
Week 6
May 7 / Academic Assessment (L8)
Assessment of Behavior (L9) / Ch8 (R8)
Ch 9 (R9) / Ch 8 & 9 Quiz (A11)
In-Class Activity (A12)
Reflection Exercise (A13) / 3.1, 4.1, 4.2, 6.6, 13.1 / 3, 8, 12
Week 7
May 14 / Measures of Intelligence and Adaptive Behavior (L10)
Special Considerations of Assessment in Early Childhood (L11) / Ch 10 (R10)
Ch 11 (R11) / Ch 10 & 11 Quiz (A14)
In-Class Activity (A15)
Reflection Exercise (A16) / 3.1, 4.1, 4.2, 6.6, 13.1 / 3, 8, 12
Week 8
May 21 / Special Considerations of Transition (L12)
Interpreting Assessment for Educational Intervention (L13) / Ch 12 (R12)
Ch 13 (R13) / Ch 12 Quiz (A17)
In-Class Activity (A18) Reflection Exercise (A19) / 3.1, 4.2, 6.4, 6.7, 6.6, 13.1 / 3, 8, 12
Week 9
May 28 / Memorial Day Observed
Week 10
June 4 / Review Chapter 8-13
Final Project/Portfolio DUE
Assessment Administration Observation DUE / Pre-Final
Week 11
June 14 / Final Exam
Thursday, June 14
7:00 – 10:00 p.m.
*TPEs for Education Specialist Preliminary Teaching Credential Programs
UCR’s Academic Policies & Procedures
Please refer to the following link for a full disclosure of UCR’s guidelines and explanations on student academic integrity policies and procedures:
Student Attendance Policy - GSOE takes seriously the need for students to attend and actively participate in classes; class absences and lack of participation undermine the learning process. Students who miss more than 20% of the course meetings are strongly encouraged to withdraw from the course. Instructors may also fail such students, except in the case of documented serious illness or immediate family emergency. Missing portions of classes, through persistent late arrival or early departure, can count toward the "more than 20%" of class time.
Statement on Academic Honesty – Students are expected to conduct themselves and their work in a manner consistent with UCR’s policy on academic integrity. Academic misconduct includes, but is not limited to, cheating, fabrication, and plagiarism (e.g., using another’s work or ideas without giving credit— intentionally or unintentionally). Submitting your own work more than once (e.g., for this class and another class, without both instructors’ knowledge and permission) is also a form of academic dishonesty and will result in an F. If you are at all unsure of what constitutes plagiarism or other forms of academic dishonesty, consult the UCR website for more information: Please familiarize yourself with UCR’s policies and procedures regarding academic integrity, published in full in the General Catalog at
Writing Policy - The Graduate School of Education believes that all students should exit its program with strong writing skills. As such, the quality of written composition as well as content will be factored into grades on students’ papers for all education courses.
Students with Disabilities - If you have a disability or believe you may have a disability, you can arrange for accommodations by contacting Services for Students with Disabilities (SSD) at 951-827-4538 (voice) or (email). Students needing academic accommodations are required to register with SSD and provide required disability-related documentation. If you have approved accommodation(s), you are advised to notify your instructor privately.
EDUC 129 UCR SP2018