EDUC - 744 - Fundamentals of Psychoeducational Assessment

Zee Archive: 2024-2025 GRADUATE - Course Revision/Deactivation proposal

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Course Information
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  • READ BEFORE YOU BEGIN

    • ​​​​​​​Run an Impact Report from the top menu to judge the impact this course has on curricula and attach the report to the proposal by clicking the PAPERCLIP icon. Right click on the report that is generated and print to a PDF in order to attach it to the proposal. Run the report prior to changing the code for any revisions.
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    • All action on a crosslisted course must be taken by the course owner. If a course is adding a crosslisting, it MAY NOT be crosslisted with an existing course. Attach support letter(s) from the cross-listing department(s) by clicking the PAPERCLIP icon. Proposals that do not have a support letter from corresponding departments will not be crosslisted.

    For questions about this form, contact curriculog@udel.edu.

    INSTRUCTIONS

    1. Select the Proposal Type below.
    2. Run an Impact Report from the top menu to judge the impact this course has on curricula and attach the report to the proposal by clicking the PAPERCLIP icon to the right.
      • For instructions on running an impact report, click here.
    3. Complete all sections of this proposal form. You will not be able to launch the proposal without completing required fields as indicated by an asterisk.
    4. To submit the proposal and send it to the next step, click "Validate and Launch Approval Process" at the top or bottom of the screen.
  • Proposal Type:*
  • Department:*
  • Course Type:*
  • Prefix:*
    Code:*
    744
    744
    Run an impact report on the original number prior to revising the code.
  • Course Title:*
    Fundamentals of Psychoeducational Assessment
    Fundamentals of Psychoeducational Assessment
  • Indicate the nature of the revision or deactivation:*

    We propose revising the course title from “Educational Measurement and Progress Monitoring” to “Fundamentals of Psychoeducational Assessment.” We also propose revising the course description and objectives as follows: Current description: Course addresses measurement issues related to academic assessment such as norms, reliability and validity. Administer and interpret standardized and curriculum-based assessments of academic skills. Curriculum-based measurement for progress monitoring is taught within a response to intervention model. Proposed description: Foundations of assessment including standard assessment procedures, commonly measured constructs, collaborative assessment processes, and reporting results are covered. Course addresses measurement issues related to assessment such as norms, reliability, validity, and equitable assessment practices. Assessment and identification of needs are discussed within a Response to Intervention model framework. Current objectives: Students will become familiar with the purposes of educational assessment within an RTI framework including: screening, diagnosis, progress-monitoring, instructional planning, and eligibility determination. Students will learn how to administer, score, and interpret common standardized achievement batteries such as the WIAT-IV, the WJ-IV, and the KTEA-3. Students will become familiar with commonly used standardized tests to assess specific content area knowledge in reading, mathematics, and oral and written language. Students will learn how to administer, score, and interpret standardized CBM systems including DIBELS and AIMSWeb, and how to develop, administer, score, and interpret their own CBM probes. Students will learn how to utilize existing sources of academic data readily available in schools as part of the assessment of a student’s academic skills, available through record reviews, observations and interviews. Students will develop skills in writing assessment results according to the format used in psycho-educational assessments. New Objectives: Students will become familiar with the history of IQ development, IQ testing use in the US, and implications for current practice. Students will become familiar with the purposes of psychoeducational assessment within an RTI/MTSS framework including eligibility determination for special education and alignment of intervention planning with identified needs. Students will learn the most prevalent models of cognitive functioning (e.g., CHC theory, PASS theory) and be able to define the major domains evaluated in standard cognitive assessment batteries. Students will become familiar with the commonly assessed constructs of academic functioning and how they related to identification of learning disabilities within a RTI/MTSS framework. Students will learn to evaluate the reliability, validity, and norm groups of assessment tools. Students will learn the foundations of the assessment process including defining referral questions, conducting behavior observations, equitable test selection, common practices in test administrations, and collaborative assessment strategies. Students will learn the foundations of report writing and assessment feedback including providing results to school personnel, parents/guardians, and students in an accessible and jargon free manner.

  • Justification of revision or deactivation:*

    Context: The school psychology program faculty are redesigning the course sequence required of M.A/Ed.S. in school psychology students and Ph.D. in education students with a specialization in school psychology. This redesign is occurring to provide students with high-quality training in contemporary best practices in assessment, prevention and intervention, consistent with (a) the National Association of School Psychologists’ (NASP’s) 2020 Professional Standards and (b) Delaware’s (DE’s) regulation requiring all schools to provide tailored, student-centered services within multi-tiered systems of support (MTSS). As a part of this curriculum redesign, faculty are proposing to revise or deactivate several courses and introduce select new courses. Title change: The proposed better reflects the updated course content. Description change: The proposed description better reflects the proposed changes to course content. Objectives change: The proposed objectives better reflect the proposed changes to course content. The proposed content revisions help to streamline the assessment course sequence, improves alignment with the cognitive assessment course (EDUC 817), and accounts for removal of material from this course to the proposed MTSS course. Previously this course and 817 were taught concurrently. In the proposed realignment, this course (744) will be taught in the fall and 817 will be taught in the winter. This change allows a deeper focus on principles and foundations of assessment in the fall and a concentration on administration and score interpretation in the winter after students have command of models of cognitive processing and the fundamentals of conducting school based assessment. Previously, this course included instruction on CBM and progress monitoring which will now be covered in the proposed MTSS course.

    Justify the need to revise the course or the reason to deactivate the course.
  • Identify and justify any effect on other courses in your department or in another department:

    The proposed course has been designed to complement existing and proposed coursework within the school psychology program. It is a required course within the school psychology program. Annually, we expect between 12 and 20 school psychology graduate students to enroll in this course (offered once per year). Beyond the school psychology program, the proposed course will also be offered as an elective across the School of Education. Like other school psychology program required courses, we expect to open this course up for registration outside the school psychology program for students with approval from both the instructor and their advisor. Per our review, no other currently offered School of Education graduate course has a focus on assessment of cognitive and academic functioning in the context of psychoeducational evaluation with the exception of EDUC 817. This course will serve as a building block for 817 and is not repetitive or overlapping. Both courses are required core courses for M.A/Ed.S. in school psychology students and Ph.D. in education students with a specialization in school psychology.

    Specifically list other departments chairpersons and/ or faculty consulted and summarize results of discussion.
  • Instructor reference:
    Marika Ginsburg-Block
    Marika Ginsburg-Block
    Enter the faculty name to whom questions may be directed.
  • Additional comments about this course:

    This course is required of M.A/Ed.S. in school psychology students and Ph.D. in education students with a specialization in school psychology. It aligns with the NASP 2020 Professional Standards, which is required of coursework in NASP-approved school psychology graduate programs. Our overall program goal is to prepare school psychologist scholars and practitioners. For example, this course aligns with the specific program goals (2) Students will use multiple methods of gathering reliable and valid data, including appropriate technology, in the design and implementation of a variety of empirically supported interventions for addressing problems faced by children, schools, and families (3) Students will acquire an in-depth understanding of modern theories and research in the cognitive, academic, physical, social, and emotional development of children, including knowledge of family and school systems, as well as knowledge of individual differences and diversity, and will apply this knowledge to the practice of school psychology and (5) Students will acquire and apply specific competencies in school psychology to support development of academic skills through assessment, consultation, prevention, and direct interventions, while using an ecological, problem-solving approach in the delivery of psychological services in schools.

    These comments are for approver reference only and will not be stored in UDSIS or the academic catalog.
Catalog Data
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  • SHORT TITLE: (UPPERCASE)*
    FUNDAMENTALS PSYCHOED ASSESS
    FUNDAMENTALS PSYCHOED ASSESS
    Please limit to 30 UPPERCASE characters.
  • Credit(s) for Catalog Display:*
    3
    3
    For variable credits hyphenate, ex: 1-6
  • Min Credits:*
    3
    3
    Max Credits:*
    3
    3
  • Can this be taken more than once per term?*
  • Can this be repeated for credit?*
  • Total Allowed Credits (see help text):*
    3
    3
    Total Allowed Credits is the number of credits a student can take and count towards graduation. Must be a multiple of the credit (or the Min of a variable credit course). Example: Three credit course can be repeated once for credit; Total Allowed Credits = 6. Example: Three credit course cannot be repeated for credit Max Repeatable Credits = 3.
  • Grading Basis:*
    Student Option defaults to Standard Grading. Student Option is the mechanism that allows for P/F, auditing and listening.

  • Instructional Format

    Select the Primary Instructional Format for the course.  For an explanation of the format options, click here.

    If Lecture is a component, it must be the primary.​​​​​​​

  • Instructional Format:*

  • Contact Hours & Additional Components

    To add a secondary Instructional format, add contact hours to another component. Courses typically do not have more than two formats.

  • Clinical contact hours:
    Discussion contact hours:
  • Field Studies contact hours:
    Independent Study contact hours:
  • Internship contact hours:
    Laboratory contact hours:
  • Lecture contact hours
    3
    3
    Practicum contact hours:
  • Research contact hours
    Studio contact hours:
  • Course Typically Offered:*
  • Description (please limit to 50-75 words):*

    Foundations of assessment including standard assessment procedures, commonly measured constructs, collaborative assessment processes, and reporting results are covered. Course addresses measurement issues related to assessment such as norms, reliability, validity, and equitable assessment practices. Assessment and identification of needs are discussed within a Response to Intervention model framework.

  • Crosslisting (only complete if applicable):
    Two pre-existing courses may not be cross-listed with each other. Please email curriculog@udel.edu for questions about course number availability for cross-listing purposes.

  • Requisites & Restrictions

    Only specific UD courses can be coded as requisites in UDSIS and enforced for enrollment purposes.  Non-course restrictions will be included in course descriptions but are not system-enforced.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

    Prerequisites

    These are course(s) or conditions that must be met before a student can register. In this context, “conditions” refer to non-course requirements such as a minimum score on the Math placement exam.

    Examples: 

    • FREN 211 and one 300-level French class.
    • Grade of C- or better in MMSC 428
    • NTDT 400 or NTDT611
  • Prerequisite(s) (only complete if applicable):

  • Corequisites

    These are courses that must be enrolled concurrently or may be satisfied by previously earned credit.

    Examples:

    • MATH 117 or MATH 231 or MATH 241
    • NURS 358 and NURS 359
  • Corequisite(s) (only complete if applicable):
    A corequisite operates as a prerequisite if a student has already earned credit in the course.

  • Antirequisites

    When a department offers different courses that have similar content, they can prevent students from registering in a course if they have earned credit in a similar course

    Examples:

    • Students who have received credit in ECON 101 or ECON 103 are not eligible to take this course without permission.
    • Students who have received credit in CISC465, CPEG465, ELEG465, MISY465, CISC 665, CPEG665, or MISY665 are not eligible to take this course without permission
  • Antirequisite(s) (only complete if applicable):

  • Restrictions

    Restrictions are used to convey information that students should be aware of prior to enrolling in the course.  These are included in the course description but are not enforceable as specific enrollment restrictions in UDSIS.

    Examples:​​​​​​​

    • Knowledge of probability and statistics recommended.
    • Laboratory requires some out of class time for hands-on experience.

    Please note:

    ​​​​​​​No requisite information (minimum grades, completion of specific courses, etc.) should be included as restrictions. That information should be in the appropriate requisite section above.

    Enrollment restrictions that are not based on specific courses may be enforced on individual class sections as Reserve Capacities.

    Contact grading-registration@udel.edu with questions about requisites and restrictions

  • Restriction(s) (only complete if applicable):
Routing
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  • Which College Approval Routing needs to be utilized?*
    Select the proper College or Program in order to ensure proposal is on the correct track. Ignore any symbols, they are used on the back end of the form so the number of routing questions could be limited.
  • Departmental Committee Routing*
    If your department is not listed, select 'Other'.
Attachments
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  • Attachments can be added using the paperclip icon to the right.

    1. Provide an updated syllabus/precise description of course content.
    2. Provide support letter(s) from any cross-listing department(s).
    3. Provide an impact report for course revisions or deactivations.
  • Attached: Documentation*
Administrative Fields (DO NOT EDIT)
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