Educational Assessment Part I

This course included an examination and exploration of formal assessment instruments and procedures diagnosing elementary through secondary students who are experiencing mild to moderate learning problems. Communicating assessment results to parents and teachers is also emphasized.

Educational Assessment Part II

Further examination and administration of informal assessment instruments for diagnosing specific problems for elementary through secondary students will be explored.

Curriculum Design and Adaptation I

Principles of curriculum development, implementation, and evaluation and their role in addressing students with mild to moderate disabilities are explored.

Accommodations for ELLs with Disabilities

It is important to ensure that student performance is not unduly influenced by student disabilities or linguistic/cultural characteristics that are unrelated to the content being assessed. Here’s a few ways to help accommodate ELLs with disabilities.

School Leader’s Role in Student Assessment

Teachers at your school are no doubt already doing plenty of formative assessment. In most instances, though, that formative assessment is something that happens informally and is not really a part of a school-wide system of assessment.

Formative Assessment Links

Here are some resources that we’ve found useful and that can help you learn more about student assessment, in particular formative assessment.

Putting it into Action: Student Assessment

Do the majority of your teachers consider assessment to be a matter of “scoring” students? Or do they think of it as “diagnosing” student performance? How can you strengthen your leadership role in supporting continuous monitoring of student work?

Leadership To Go: Student Assessment

A big part of your role involves providing the infrastructure your teachers will need to successfully use formative assessment. We have criteria that can help you gauge how well your school is performing related to student assessment.

Co-Assessment and Reflection

Assessment, just like planning and instruction, should always be done in a collaborative manner by co-teachers. When it comes to co-teaching, there are two distinct, but related kinds of assessment—the assessment of your students’ performance and the assessment of your co-teaching performance.