PDA Module Assessment & Evaluation
Online registration closed on Fri, Jan 2, 2015.
Mon, January 12, 2015 - Tue, March 31, 2015
| Contact | Jennifer Middleswart (former staff) |
|---|---|
| Target Audience | General Education & Exceptional Student Education Teachers |
| Facilitator(s) | Pam Connolly |
| In-Service Points | 60 |
| Delivery | Online |
| Fee | none |
This course enables educators to develop, increase and demonstrate knowledge and skills in identifying the purposes, legal and ethical principles, appropriate formal and informal instruments, and alternate strategies for the assessment and evaluation of students with disabilities. Course emphasis includes interpretation and application of assessment results.
To increase participant's knowledge of assessment and evaluation as outlined in the following Exceptional Student Educator Competencies revised in 2009:
Identify the purposes of assessment (e.g., early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) across disciplines.
Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g., confidentiality, adherence to test protocols, appropriateness of assessment for student needs).
Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.
Interpret, analyze, and apply the results of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.
Identify alternative assessment strategies and procedures (e.g., observations, performance-based assessments, ecological assessments, interviews, portfolios) and their appropriate use.
Identify the factors (e.g., curriculum alignment, cultural bias) that influence disproportionate representation of students from diverse cultural, linguistic, and socioeconomic backgrounds in programs for students with disabilities and recognize the implications for assessment.
Identify and analyze reliable and valid progress-monitoring methods for assessing individual student progress (e.g., curriculum-based assessments, fluency checks, rubrics, story retelling, informal reading inventories, portfolios).
To increase participant's knowledge of assessment and evaluation as outlined in the following Exceptional Student Educator Competencies revised in 2009:
Identify the purposes of assessment (e.g., early identification, screening, interventions, eligibility, diagnosis, identification of relevant instructional content, monitoring the effectiveness of instruction) across disciplines.
Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g., confidentiality, adherence to test protocols, appropriateness of assessment for student needs).
Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.
Interpret, analyze, and apply the results of norm-referenced, criterion-referenced, and performance-based assessments for students with disabilities.
Identify alternative assessment strategies and procedures (e.g., observations, performance-based assessments, ecological assessments, interviews, portfolios) and their appropriate use.
Identify the factors (e.g., curriculum alignment, cultural bias) that influence disproportionate representation of students from diverse cultural, linguistic, and socioeconomic backgrounds in programs for students with disabilities and recognize the implications for assessment.
Identify and analyze reliable and valid progress-monitoring methods for assessing individual student progress (e.g., curriculum-based assessments, fluency checks, rubrics, story retelling, informal reading inventories, portfolios).