Individual Diagnostician Assessment II

Course Details

Course Number: SPED 6623  Section Number: x20

Spring 2011

Location: ( All )

Classroom Number: Internet

Days & Times:

This is an internet course-no scheduled times

Course Attachments


MSU Faculty Member
Dr. Edward Schultz   
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Course Objectives


Competency 004

The educational diagnostician selects and administers appropriate formal and informal assessments and evaluations.


The beginning educational diagnostician:

  • Applies knowledge of basic terminology and statistical concepts (e.g., standard error of measurement, mean, standard deviation) used in assessment and evaluation.
  • Demonstrates knowledge of standards for test norming, reliability, and validity; procedures used in standardizing instruments; and sources of measurement error.
  • Demonstrates knowledge of how to select and use assessment and evaluation materials based on technical quality and individual student needs (e.g., communication, physical and other disabilities).
  • Applies knowledge of the uses and limitations of various types of assessment instruments (e.g., norm-referenced, criterion-referenced) and observation techniques (e.g., anecdotal, frequency, temporal).
  • Applies knowledge of procedures for screening, prereferral, referral, and eligibility.
  • Demonstrates the ability to score assessment and evaluation instruments accurately, and to create and maintain evaluation reports according to federal and state guidelines.
  • Knows how to collaborate effectively with families and with other professionals in assessing and evaluating individuals with disabilities.


Competency 005

The educational diagnostician applies skills for interpreting formal and informal assessments and evaluations.


The beginning educational diagnostician:

  • Analyzes the uses and limitations of various types of formal and informal assessment and evaluation data.
  • Demonstrates knowledge of the appropriate application and interpretation of derived scores (e.g., standard scores, percentile ranks, age and grade equivalents, stanines, T-scores, z-scores) 
  • Uses performance data and information from teachers, other professionals, the student, and the student’s parents/guardians to recommend appropriate modifications and/or accommodations within learning environments.
  • Recognizes the need to monitor the progress of individuals with disabilities.


Domain III—Curriculum and Instruction


Competency 006

The educational diagnostician understands appropriate curricula and instructional strategies for students with disabilities.


The beginning educational diagnostician:

  • Demonstrates knowledge of curricula for the development of motor, cognitive, academic, social, language affective, career, and functional skills for students with disabilities.
  • Demonstrates knowledge of individualized assessment strategies for instruction (e.g., authentic assessment, contextual assessment, curriculum-based assessment).
  • Demonstrates knowledge of a variety of instructional strategies, technology tools, and curriculum materials to address the individual needs and varied learning styles of students with disabilities within the continuum of services.



Domain IV—Foundations and professional Roles and Responsibilities


Competency 008

The educational diagnostician understands and applies knowledge of professional practices, roles, and responsibilities and the philosophical, legal, and ethical foundations of evaluation related to special education.


The beginning educational diagnostician:

  • Knows how to comply with local, state, and federal monitoring and evaluation requirements.
  • Applies knowledge of issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services.
  • Knows qualifications necessary to administer and interpret various instruments and procedures.
  • Knows organizations and publications relevant to the field of educational diagnosis, and demonstrates awareness of the importance of engaging in activities that foster professional competence and benefit individual with exceptional learning needs, their families, and/or colleagues.


Competency 009

The educational diagnostician develops collaborative relationships and demonstrates skills for scheduling, time management, and organization.

  • Knows how to keep accurate and detailed records of assessments, evaluations, and related procedures (e.g., ARD/IEP meetings, parent/guardian communications and notifications).
  • Applies knowledge of legal and regulatory timelines, schedules, deadlines, and reporting requirements and methods for maintaining eligibility folders and for organizing, maintaining, accessing, and storing records.

Course Expectations


10 Individual assessments* (Admin., Scored, Report*) 20 pts each 200 Points

Midterm and Final                                                                       100 Points

Class Activities (10 x10)                                                              100Points

Video/Self-Critique                                                                    50 Points                        

Grading Standards


Grading Procedures


10 Individual assessments* (Admin., Scored, Report*) 20 pts each 200 Points

Midterm and Final                                                                       100 Points

Class Activities (10 x10)                                                              100Points

Video/Self-Critique                                                                    50 Points                        


90-100% -A, 80-89% -B, 70-79%, C, below 70%-F

Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

late work not accpted

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements


Attendance Policy


Students are expected to attend each class session. Since this is an online course, attendance is equivalent to participation. We can record the video classes in classes, so do not panic if you have to miss for a good reason. I understand all of you are busy professionals and attendance at “open house” and “parent nights” are mandatory.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.