Assessment and Evaluation of Students with Exceptional Needs

Assessment and Evaluation of Students with Exceptional Needs
Determining present levels of performance, classifying students for special education services, and writing goals and objectives for IEP development.
 Hours3.0 Credit, 2.0 Lecture, 1.0 Lab
 PrerequisitesAdmission to special education program; FBI fingerprint background clearance.
 ProgramsContaining CPSE 420
Course Outcomes

Basic terminology

Demonstrate an understanding of the basic terminology used in an assessment.

Ethical concerns

Discuss the ethical concerns related to assessment.


Identify the procedure used for screening, pre-referral, referral, and classification.

Legal provisions

Outline legal provisions, regulations and program standards regarding assessment.

Application and interpretation of assessment scores

Describe the application and interpretation of assessment scores, including grade score vs. standard score, percentile rank, age/grade equivalents, and standings.


Identify, administer, select and describe the different types of non-biased assessments using appropriate technology when necessary.

Informal test procedures

Discuss the components of and procedures for curriculum-based, portfolio, authentic, and functional assessment (informal test procedures), and apply these to different categories of exceptional children (e.g., L.D., E.D, & I.D.).

Influence of diversity

Discuss the influence of diversity on assessment, eligibility, programming and placement of exceptional learners.

Relationship between assessment and placement decisions

Describe the relationship between assessment and placement decisions.

Methods for monitoring student progress

Outline, develop or modify methods used for monitoring student progress.

Data-based goals and objectives

Use assessment information to derive appropriate statements for Present Levels of Academic Achievement and Functional Performance (PLAFFP) and measureable annual goals.