The focus is primarily based on the continuous cycle of assessment and instruction so that the needs of individual students are met. Candidates also learn the role of both standardization and informal assessments. Candidates learn to assess all aspects of reading and language arts, from concepts of print through written language. They also learn principles of second language acquisition and strategies for making instruction accessible to children acquiring English. The conceptual framework of the department s assessment process is provided in reference to the pre-referral process.
Candidates identify multicultural and linguistic dimensions in educational assessment.
The influence of second language acquisition and cultural values, beliefs and practices on assessment outcomes are emphasized. Interpretation of group and individual assessment for decision making at the prereferral level of intervention is a focus of SPED 462. Candidates are given the opportunity to develop teacher instructional objectives and student behavioral objectives based upon assessment data from formal and informal measures academic and behavioral performances. They are taught to design a task analysis and systematic observation as assessment and instructional planning techniques are introduced. Evaluation of program effectiveness for formative and summative purposes is also emphasized.