National University

Course:	DHH603 - Assessment for DHH Learners
Lead Faculty
Last revised:	Date: October 01, 2010    By:
Textbook:	For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Description: In this two-month course, candidates will acquire skills in qualitative and quantitative assessment. Students will collect data through observational methods and traditional testing to determine baseline cognitive and communicative abilities. Students will complete a comprehensive case study which requires “hands on” use of observational, formal and curriculum-based measures.
Course Learning Outcomes: Each candidate exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work, and sustains open discussion of ideas. Each candidate is provided opportunities to link theory and research with practice. Each candidate has field experiences that correspond to the organizational structure and curriculum of program. Each candidate works with and across age/grade ranges authorized by the credential. Each candidate demonstrates an understanding of the purpose and process of a variety of behavior management approaches, including functional analysis assessments. Each candidate communicates effectively as a member of a team, including the individual, family members, friends and relevant agencies to ensure unbiased assessment. Each candidate demonstrates the understanding and appropriate use of a variety of assessments, incuding norm referenced and criterion referenced tests. Each candidate demonstrates understanding and use of alternative measures, such a formative and summative evaluations, work samples, observations, portfolios, curriculum-based and ecological assessments appropriate for individuals with diverse backgrounds and varying communicative and cognitive abilities. Each candidate demonstrates the ability to use assessment strategies that promote equitable learning opportunities, including effective approaches for assessing individuals who are culturally, linguistically, ethnically and ability diverse. Each candidate demonstrates skill in interpreting assessment data and communicating effectively with a variety of audiences. Each candidate demonstrates the ability to develop strategies and ongoing evaluation procedures. Each candidate is aware of the impact of various etiologies, age at onset, multiple disabilities, and age at provision of services for deaf and hard-of-hearing students. Each candidate examines, evaluates and explains commonalities and individual differences in the areas of communication, cognition and social-emotional development of deaf and hard-of-hearing children. Each candidate will demonstrate knowledge of qualitative and quantitative assessment practices related to deaf and hard-of-hearing learners ages birth to 22 years. Each candidate will use appropriate terminology with regard to assessment. Each candidate will demonstrate understanding of legal provisions, regulations, guidelines, and adaptations necessary for an appropriate evaluation. Each candidate understands the importance of appropriate assessment using the preferred communication modality of the student. Each candidate understands the importance of collaborating with the family for identifying the effects of home environment on the learner’s development.

Recommended Course Grading (expressed as percentages):

A	96-100	B+	87-89	C+	77-79	D+	67-69
A-	90-95	B	84-86	C	74-76	D	64-66
		B-	80-83	C-	70-73	D-	60-63

Grading Factors:
Each instructor is responsible for identifying several specific grading components and the weight to be assigned to each component. The following are examples only, and are not meant to be all inclusive:

• Weekly quizzes
• Midterm exam(s)
• Homework assignments
• Participation in classroom or chatroom discussions
• Participation in threaded discussions (online only)
• Short papers, term papers, and the like
• Individual and/or group projects (written and possibly oral presentation)
• Case study analysis and discussion
• Field experience report
• Final exam (comprehensive)

Definition of Grades:

Undergraduate Courses
A	Outstanding Achievement	Significantly exceeds standards
B	Commendable Achievement	Exceeds standards
C	Acceptable Achievement	Meets standards
D	Marginal Achievement	Below standards
F	Failing *

Graduate Courses
A	Outstanding Achievement
B	Commendable Achievement
C	Marginal Achievement
D	Unsatisfactory *
F	Failing *

* Students receiving this grade in a course that is required for his/her degree program must repeat the course.

I

Incomplete A grade given at the discretion of the instructor when a student who has completed at least two-thirds of the course class sessions and is unable to complete the requirements of the course because of uncontrollable and unforeseen circumstances. The student must convey these circumstances (preferably in writing) to the instructor prior to the final day of the course. If an instructor decides that an "Incomplete" is warranted, the instructor must convey the conditions for removal of the "Incomplete" to the student in writing. A copy must also be placed on file with the Office of the Registrar until the "Incomplete" is removed or the time limit for removal has passed. An "Incomplete" is not assigned when the only way the student could make up the work would be to attend a major portion of the class when next offered. An "I" that is not removed within the stipulated time becomes an "F." No grade points are assigned. The "F" is calculated in the grade point average.

W

Withdrawal Signifies that a student has withdrawn from a course after beginning the third class session. Students who wish to withdraw must notify their admissions advisor before the beginning of the sixth class session in the case of graduate courses, or before the seventh class session in the case of undergraduate courses. Instructors are not authorized to issue a "W" grade.

Plagiarism:
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

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
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.

Diversity:
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.

Civility:
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

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://library.nu.edu/FindResources/ReferenceTools/citations.html

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:

URL: http://library.nu.edu.

Contact the Library:

• RefDesk@nu.edu
• (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)