University of Oklahoma
Department of Educational Psychology/Special Education
EDSP 5183: Advanced Assessments
Summer 2024

 

Wendy R. Mitchell, PhD

Adjunct Instructor

 

Course Format/Meeting Time and Location 

Synchronous (online)

Live Session: 1pm to 3:15pm on Monday, Tuesday, Wednesday, Thursday

Zoom link:    https://oklahoma.zoom.us/j/99332676308?pwd=a2ZRMSt4ZEhFMGFqN1pvYXdHc2Mrdz09

Student Support/Office Hours

12-1pm on Tuesday & Thursday.

Please feel free to email me to set up an alternative time as well.

wendymitchell@ou.edu

Learning Management System/website

www.canvas.ou.edu

Course Prerequisite 

Graduate Standing

Course Description

Focus will be on innovative approaches to assessment and education of students with mild to moderate learning and/or behavior problems. Techniques, methods, and materials will be presented within a career/ecological framework and will be research-based. (F, Sp)

Texts and Materials

• Spinelli, C. G. (2021). Classroom assessment for students in special and general education (3rd Ed.). Pearson.
• Hosp, M. K., Hosp, J. L., Howell, K. W. (2014). The abcs of cbm: A practical guide to curriculum-based measurement (2nd Ed.). The Guilford Press.   

 

Grades

Breakdown

Course activities and grades listed for each activity
Activity	Description	Points/Percentage
Reading Check-Ins	For each synchronous class period, reading and video materials will be assigned. Students will complete a brief activity related to assigned readings.	12 (12%)
Class Participation	For each synchronous class period, students will earn credit for attending and participating in class activities.	12 (12%)
Asynchronous Class Activities	We will have three asynchronous class periods during the semester. For each asynchronous class activity, students will need to read and watch assigned materials and complete course activities related to the assigned materials.	9 (9%)
Assessment Paper	The assessment paper will focus on student's ability to identify the critical use of assessment to inform intervention along with how to determine the reliability and validity of data to inform these decisions.	7 (7%)
Discussion Board	Discussion boards will build an opportunity for all to reflect on their own experience and observations of assessment practices within school settings. The goal is to connect course content to practice.	15 (15%)
Curriculum-Based Measurement Report	Given a case study, students will complete an assessment report to document a student's progress in reading and mathematics through the use of curriculum-based measures.	15 (15%)
Assessment Report	Given a case study, students will complete an assessment report to document a student's present level of academic performance, identify appropriate annual goals, identify how these goals will be measured, and recommend instructional programming to support the student to achieve these goals.	15 (15%)
Final Exam	We will complete a summative final exam that reviews all course content.	15 (15%)
	Total

Scale

Grade Scale
Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

 

Course Components

 Course Engagement and Participation 

 Four major assignments all focus on student active engagement in the course.

• The first assignment(s) are reading check-ins and are worth 12% of the final grade. Students will complete 12 reading check-ins during the semester. The assigned readings and videos are selected because they contribute to the course content and actively engaging with the material will support in-class participation and the completion of other assignments.
• The second assignment(s) are class participation and are worth 12% of the final grade. We will have 12 synchronous class sessions during the semester. Attending class and actively participating in course sessions (e.g., group work, chat questions, asking questions) will contribute to learning.
• The third assignment(s) are asynchronous class sessions and are worth 9% of the final grade. We will have 3 asynchronous class sessions during the semester. The asynchronous modules were selected because they directly build upon synchronous course sessions and dig deeper into the content.
• The fourth assignment(s) are discussion boards and are worth 15% of the final grade. We will have 3 discussion boards (Week 1, Week 2, Week 3). The focus of the discussion board is to build collaborative dialogue amongst colleagues on how course content reflects with practice.

 Assessment Reports

Two major assignments focus on student's ability to score and evaluate data collected from assessments to inform instructional programming.

• The first assignment is the Curriculum-Based Measurement Report and is worth 15% of the final grade. The focus of this assignment is for students to practice scoring, interpreting, and making decisions of student responsiveness to instructional programming.
• The second assignment is the Assessment Report and is worth 15% of the final grade. The focus of this assignment is for students to practice scoring and interpreting assessment data. These data will be used to identify the present level of academic performance, write appropriate annual goals, identify how to measure progress towards annual goals, and identify instructional programs to support progress towards goals.

Assessment Paper

• One major assignment is the Assessment Paper and is worth 7% of the final grade. The focus of this assignment is for students to synthesize their understanding of course content to identify (a) how assessments are used in schools, (b) the role assessments can play in informing instruction, and (c) identify critical issues related to the administration, scoring, and selection of assessments to provide useful data.

 Final Exam

• One major assignment is the Final Exam and is worth 15% of the final grade. The focus of this assignment is to aim to evaluate student mastery of critical course content.

Course Policies

Communication 

Please email me (wendymitchell@ou.edu)! I am a support for your success in achieving the goals of the course. My goal will be to respond within 24hrs. I am also available to meet via Zoom or Phone to discuss course content during office hours or at another set time.

Feedback 

I will aim to provide feedback on reading frames, class participation, and asynchronous class activities within 24hrs of the due date. For discussion boards, I will aim to provide feedback during class participation and final feedback provided within 48hrs of the closure of the discussion board. For larger class activities (i.e., assessment report, CBM report, assessment paper), I will aim to provide feedback within 72hrs of the due date.

For larger class assignments, students are encouraged to reach out to the instructor for feedback prior to submitting. We will have time in class designed to receive peer feedback but seeking additional feedback from me is welcomed!

Late Policy

 Generally, late work will not be accepted for credit. However, if an unforeseen circumstance may inhibit your ability to submit work by the due date please contact me so we can identify an agreeable plan.  

Plagiarism 

 Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 

University Academic Policies and Student Support

Course Catalog 

Search the OU Course Catalog.

Student Handbook

Please familiarize yourself with the OU Student Handbook.

Online Library

Access digital materials and other resources at OU Libraries.

Copyright Statement

Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.

Academic Integrity

The overall goal of this course is your learning. In order to demonstrate that you have reached this goal, the work you turn in needs to be your own. This includes putting written work into your own words and citing your sources, as appropriate to avoid plagiarism. If you work in a group, seek assistance from a tutor, use a resource on campus, and/or use online resources (including AI software), the work you turn in must be your own, demonstrating your own understanding of the material that you have gained through the learning process.

If you have questions about academic integrity or plagiarism, please ask: my aim is to foster an environment where you can learn and grow, while also maintaining academic honesty and a clear representation of your learning and ideas. Penalties for serious offenses include a zero on the assignment and egregious offenses can even result in expulsion from the university, so it is important to understand expectations.

Plagiarism as defined by the OU Integrity Office includes:

• Copying words and presenting them as your own writing.
• Copying words, even if you give the source, unless you also indicate that the copied words are a direct quotation
• Copying words and then changing them a little, even if you give the source.
• Even if you express it in your own words, it is plagiarism to use someone else’s idea as your own.

Visit the OU Integrity Office for more information on what constitutes plagiarism.

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty.

Reasonable Accommodation for Disabilities

The University of Oklahoma (OU) is committed to the goal of achieving equal educational opportunity and full educational participation for students with disabilities. If you have already established reasonable accommodations with the Accessibility and Disability Resource Center (ADRC), please submit your semester accommodation request through the ADRC as soon as possible and contact me privately, so that we have adequate time to arrange your approved academic accommodations.

If you have not yet established services through ADRC, but have a documented disability and require accommodations, please complete ADRC’s pre-registration form to begin the registration process.  ADRC facilitates the interactive process that establishes reasonable accommodations for students at OU.  For more information on ADRC registration procedures, please review their Register with the ADRC web page.  You may also contact them at (405)325-3852 or adrc@ou.edu, or visit www.ou.edu/adrc for more information.  

Note: disabilities may include, but are not limited to, mental health, chronic health, physical, vision, hearing, learning and attention disabilities, pregnancy-related. ADRC can also support students experiencing temporary medical conditions.

Title IX Resources  

The University of Oklahoma faculty are committed to creating a safe learning environment for all members of our community, free from gender and sex-based discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking, in accordance with Title IX. There are resources available to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you have (or someone you know has) experienced any form of sex or gender-based discrimination or violence and wish to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or University Counseling Center (M-F 8 a.m. to 5 p.m. at 405-325-2911) 

Because the University of Oklahoma is committed to the safety of you and other students, and because of our Title IX obligations, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in: class discussion, writing assignments, discussion boards, emails and during Student/Office Hours. You may also choose to report directly to the Institutional Equity Office. After a report is filed, the Title IX Coordinator will reach out to provide resources, support, and information and the reported information will remain private. For more information regarding the University’s Title IX Grievance procedures, reporting, or support measures, please visit Institutional Equity Office at 405-325-3546.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the Accessibility and Disability Resource Center at 405/325-3852 and/or the Institutional Equity Office at 405/325-3546 as soon as possible. Also, see the Institutional Equity Office FAQ on Pregnant and Parenting Students’ Rights for answers to commonly asked questions.

Mental Health Support Services

Support is available for any student experiencing mental health issues that are impacting their academic success.  Students can either been seen at the University Counseling Center (UCC) located on the second floor of Goddard Health Center or receive 24/7/365 crisis support from a licensed mental health provider through TELUS Health.  To schedule an appointment or receive more information about mental health resources at OU please call the UCC at 405-325-2911 or visit  University Counseling Center. The UCC is located at 620 Elm Ave., Room 201, Norman, OK 73019.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU’s Final Exam Preparation Period policy.