EDUCATIONAL ASSESSMENT

Year	No.	Offer	Mode	Description			Cred. Pts
96	80518 	S12 	X 	EDUCATIONAL ASSESSMENT    	1.00

Contents

• Staffing
• Pre-requisite(s)
• Rationale
• Synopsis
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details

STAFFING:

PRE-REQUISITE(S)

Successful teaching experience and completed these USQ units or close equivalents from other universities - 69301, 80511 or 80512

RATIONALE:

Assessment procedures are widely used in educational settings to assist in designing programs and interventions to support effective learning in schools. Many education professionals require competence in assessment procedures, both as "practitioners" and as "consumers" of assessment data. The primary purpose of this unit is to prepare students to utilise assessment procedures in the context of an effective and responsive consultative model. This requires a sound knowledge of measurement theory, high levels of practical skill, and the ability to participate cooperatively as a member of a professional team. The philosophy on which this unit is based interprets assessment in a broad sense, encompassing both formal and informal techniques and instruments, and addressing developmental and functional levels across a wide range of cognitive, social, and behavioural variables. The unit is based on an eclectic assessment model which draws strongly on decision making theory, and on the perspectives offered by ecological and functional approaches to assessment. A case-oriented, problem-solving approach will give the unit a strong applied focus. The unit is designed to meet a twofold need: the Queensland Education Department requirements for the assessment and consultation role of departmental guidance officers; and the needs of other students who may wish to work as teachers, consultants, principals, support teachers, or advisers.

SYNOPSIS:

The following will constitute the major components of the Unit:
1.  theory  of  measurement  and its application  in  educational  and
associated  settings
2. the use of formal and informal instruments to assess development in
cognition, speech and language, social and behavioural adjustment, and
major  curriculum areas
3.  the  development of a consultative model involving all aspects  of
referral,   interviewing, assessment, data analysis  and  integration,
collaborative   planning (e.g., IEP), reporting,  and  monitoring  and
reviewing of intervention programs
4.  advocacy  and  liaison  with community  agencies   5.knowledge  of
relevant governmental policies and legislation regarding  persons with
disabilities and handicaps.

TOPICS:

 Description                                                    Weighting(%)

Principles of educational measurement and assessment                  10.00

Cognition and intelligence                                            20.00

Language, Literacy and Numeracy                                       30.00

Social & behavioural adjustment                                       10.00

Low incidence disabilities                                            10.00

Principles of consultative practice                                   20.00

TEXT and MATERIALS to be PURCHASED:

Woolfolk, A. (1995), "Educational Psychology", (6th Ed), Massachusetts:
Allyn & Bacon.

RECOMMENDED REFERENCE MATERIALS:

Siegler, R.S. (1986), "Children's Thinking", (2nd Ed), Englewood Cliffs,
NJ: Prentice Hall.

STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	90
Private Study                                 	50
Assessments                                   	20

ASSESSMENT DETAILS:

No	*F/S	Marks		Due		Description					Wtg(%)		LBL
1 	S 	        	29/04/96	ASSIGNMENT 1                            	30.00   	Y
2 	S 	        	12/08/96	ASSIGNMENT 2                            	30.00   	Y
3 	S 	        	08/11/96	ASSIGNMENT 3                            	40.00   	Y