||CED613 - Assessment for Ed Counselors
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
An overview of the counselor's role in the use and interpretation of individual and group assessment instruments and the implications of assessment results on instructional and support programs in schools. Basic statistical concepts and procedures, diversity issues, ethics as it relates to assessment, RtI assessment and resulting implications, limitations of standardized testing, and alternatives to traditional assessment are studied. Students learn to effectively use and interpret assessment results as a consumer of research and in their capacity as a school counselor, but they will also gain a foundational understanding of basic statistical methods, concepts, and assessment tools.
|Course Learning Outcomes:
- Demonstrate proficiency in basic statistics, understand the concepts of reliability and validity as it relates to test construction, learn to interpret and analyze data, and develop the skills needed to effectively inform students, parents, teachers, and administrators of the resulting academic/behavioral indications.
- Interpret an educational test (e.g. CST) results to use as a tool to develop appropriate age, and grade specific academic strategies/planning.
- Synthesize and apply data from assessment instruments that pertain to academic, career, and personal/social counseling.
- Identify the cultural variables that affect academic assessment and school achievement and understand basic alternative assessment techniques.
- Apply the legal and ethical requirements relating to assessment.
- Explain how to use the assessment portion of the RtI model as a tool to foster both academic and behavioral improvement.
- Examine the assessment portion of the RtI model as a tool to foster both academic and behavioral improvement.
|Specified Program Learning Outcomes:
- Advocate academic success for all preK-16 students by employing appropriate standardized and non-standardized group and individual educational and psychological assessment data and data driven educational decisions/interventions.
- Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
- Conduct needs assessments and use data to plan, develop, and implement and evaluate comprehensive guidance programs.
- Demonstrate a basic understanding of descriptive statistics and test and survey construction, as well as the purpose and uses of standardized and un-standardized group and individual
- Demonstrate knowledge of legal mandates affecting education and school counseling and apply appropriate legal and ethical standards and practices to specific counseling situations.
- Demonstrate skills in developing and interpreting social science research and applying the findings to professional practice.
- Develop and evaluate comprehensive guidance programs based on relevant data.
- Evaluate legal mandates affecting education and school counseling and apply appropriate legal and ethical standards and practices to specific counseling situations.
- Evaluate legal mandates affecting education and school counseling and apply approriate legal and ethical standards and practices to specific counseling situations.
- Identify and effectively address relevant social and diversity concerns and crises of individuals and groups of students.
- Identify themselves as professional school counselors who understand the history, development and trends in the profession and act as a professional leader to enhance the field of school counseling and the school system.
- Integrate computer technology relevant to the tasks and role of a school counselor.
- Integrate computer technology relevant to the tasks and roles of a school counselor.
- Interpret findings of social science research, developed and implement by the student, to professional practice.
- Perform as professional school counselors and professional leaders reflecting the history and trends of the profession to enhance the field of school counseling.
- Support academic success for all preK-16 students by employing appropriate standardized and non-standardized group and individual educational and psychological assessment data and data driven educational decisions/interventions.
- Understand and utilize computer technology relevant to the tasks and role of a school counselor.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures