Courses :: Module, ASSESSMENT PLANNING, & RECORD KEEPING

	Overview
	This module covers the areas of assessment, planning and ongoing recording of progress. The course combines basic statistical knowledge with theory of assessment; provides students with an overview of the range of assessment tools available for use across the range of special education needs along with 'onward referral' ensures, through application, that students have the necessary skills to make assessment for learning and diagnosis an integral part of teaching pupils with special educational needs. Students are guided in the interpretation of data gathered through assessment and in how to integrate this information into the development of the Student Support plans (SSPs). Through class activity, students are taken through the steps involved in writing a SSP that meets the requirements of both the EPSEN Act (2004) and International best practice. Students have practice in writing targets. Students are exposed to a wide range of possible ways of monitoring progress; there is an emphasis on the seamless integration of instruction and intervention that is guided by outcomes. Students share their own practice as part of class activity and there is a close relationship between this Module and the planning and teaching requirements of the Professional Practice Module. The contribution of classroom organisation and management to effective teaching and learning for these pupils is emphasised. Again, this is directly related to the Professional Practice Module.

Overview

This module covers the areas of assessment, planning and ongoing recording of progress. The course combines basic statistical knowledge with theory of assessment; provides students with an overview of the range of assessment tools available for use across the range of special education needs along with 'onward referral' ensures, through application, that students have the necessary skills to make assessment for learning and diagnosis an integral part of teaching pupils with special educational needs. Students are guided in the interpretation of data gathered through assessment and in how to integrate this information into the development of the Student Support plans (SSPs). Through class activity, students are taken through the steps involved in writing a SSP that meets the requirements of both the EPSEN Act (2004) and International best practice. Students have practice in writing targets. Students are exposed to a wide range of possible ways of monitoring progress; there is an emphasis on the seamless integration of instruction and intervention that is guided by outcomes. Students share their own practice as part of class activity and there is a close relationship between this Module and the planning and teaching requirements of the Professional Practice Module. The contribution of classroom organisation and management to effective teaching and learning for these pupils is emphasised. Again, this is directly related to the Professional Practice Module.

	Learning Outcomes
	On successful completion of the module, students should be able to: understand the role / purpose of assessment in relation to instruction have a working understanding of key statistical concepts and terminology demonstrate an ability to select and evaluate assessments most suitable to meet the diagnostic needs of individual pupils effectively build a programme of instruction based on the information gathered write a SSP that is accurate and appropriate for a pupil incorporating all of the key components - the pupil's strengths, interests, needs and priority learning needs - the pupil's present levels of academic achievement and functional performance - the pupil's special educational need - targets that are measurable and achievable for this pupil - specific methodologies and resources for each of the targets set - the special and related services the pupil is receiving demonstrate an ability to 'pull together' information from assessment into an individual education plan incorporate record keeping and progress monitoring into ongoing planning for instruction demonstrate ways in which teachers can collaborate with each other and with other professionals to ensure more effective learning outcomes for pupils with special education needs

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes � develop a Student Support Plan for a pupil in their class or on their caseload (target pupil different for Supplemental Assessment) � undertake assessment(s) as appropriate � record ongoing progress in relation to this plan of work. See Module 6, Professional Practice Is Supplemental Continuous Assessment registration permitted? Written permission from Department Is Supplemental Continuous Assessment capped? No

Autumn Supplementals/Resits

	Additional Reading
	Broadfoot, P. (2007) An Introduction to Assessment. London: Continuum. Department of Education and Science (2000) Learning-Support Guidelines. Dublin: The Stationery Office Ireland. (2004) Education for Persons with Special Education Needs Act. Dublin: The Stationary Office McCausland, D. (2005) International Experience in the Provision of Individual Education Plans for Children with Disabilities. Dublin: National Disability Authority. Mitchell, D. (2008) What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. London: Routledge. Mortimer, H. (2000) Developing Individual Behaviour Plans in the Early Years. Tamworth: NASEN National Council for Special Education. (2006) Guidelines on the Individual Education Plan Process. Dublin: Stationery Office National Educational Psychological Service (2007) Special Educational Needs - A Continuum of Support: Guidelines for Teachers National Educational Psychological Service (2007) Special Educational Needs - A Continuum of Support: A Resource Pack for Teachers National Educational Psychological Service (2010) Behavioural, Emotional and Social Difficulties - A Continuum of Support: Guidelines for Teachers National Educational Psychological Service (2010) Behavioural, Emotional and Social Difficulties - A Continuum of Support: A Resource Pack for Teachers National Council for Special Education (2011) Inclusive Education: A guide for schools on the inclusion of pupils with special educational needs. Reid, G. (2005) Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning. London: David Fulton. Salvia, J. Ysseldyke, J. & Bolt, S. (2006) Assessment in Special and Inclusive Education. Boston: Houghton Mifflin.

Additional Reading

	Timetable
	This timetable is not currently available, please contact the Froebel Education Department.

Timetable

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ASSESSMENT PLANNING, & RECORD KEEPING