Learning Outcomes:
Students will be offered the opportunities to:
1. Critically evaluate the assessment literature and commonly used assessment instruments.
2. Demonstrate a knowledge of the aetiology and characteristics of, and identification procedures associated with, the main types of special educational needs in the school setting.
3. Develop knowledge and skills in assessment, such as interpreting psychological assessment reports, identifying individualized learning goals, programming for individualized supports and interventions, monitoring learning progress, and evaluating pupils' needs for intensification of interventions.
4. Critically examine approaches to communicating assessment results with families and other stake holders who have not been trained as school professionals.
Indicative Module Content:
I. Purposes and types of assessment in inclusive and special education
- Screening and diagnostic assessment of common types of special needs
- Criterion-based assessment and data-driven decision making
- Programme evaluation
II. Measurement theories in evaluating the quality of assessment
- Classical test theory
- Item response theory
III. Common assessment instruments in schools
- Assessment of development (i.e., gross motor, fine motor, communication, cognitive, social-emotional)
- Assessment of intelligence and reading psychological test reports
- Assessment of adaptive functioning
- Assessment of academic learning
IV. Communication and collaboration in assessment
- Engaging families in assessment
- Transdisciplinary teaming in assessment (e.g., arena assessment)
- Interpreting assessment results with various stake holders