Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description EC8006 and EC8007 are closely linked. In EC8006, students select, administer and interpret a range of cognitive and attainment tests to accurately assess the cognitive abilities and difficulties of learners. They also continue to teach and evaluate their teaching as they consolidate their knowledge and skills in planning, delivering and critically evaluating and monitoring learners’ progress in appropriate programmes (MSLD908). MLSD907 begins with a review of inclusive assessment approaches, both formative and summative, which are appropriate for all learners. Students will critically engage with standardised assessment tests of reading and mathematics. The role of the educational psychologist will be discussed in relation to the changing context of school based assessments (NCSE 2014).Students are introduced to the principles and concepts of psychometric assessment – a social model of SpLD -and the system of profiling the strengths and needs of individual learners. The main areas of investigation – cognitive abilities, attainments and additional aspects are considered. Students are enabled to select and use standardised tests of reading, spelling, handwriting, mathematics; score these tests accurately; interpret results and report to the learner, his parents and teachers | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. To Be Confirmed 2. Appraise, consider and compare inclusive assessment approaches with reference to the assessment literature to support all learners including those learners with dyslexia 3. Justify and validate the role of the educational psychologist, in current and changing contexts and how this relates to whole school approaches to dyslexia support 4. Critically engage with and review a range of materials and standardised tests (e.g. WAIT-T, YARC, WRAT-5, ART, DMT) which assess reading, writing, spelling and mathematics. 5. Critically engage with and reflect on the principles and practice of psychometric profiling and its role in the identification of SpLDs 6. Critique, compare, select, interpret and validate a range of tests of underlying cognitive abilities 7. Demonstrate the necessary knowledge and skills to competently observe diagnostically and assess the cognitive abilities and difficulties of learners who fail to become competent in literacy 8. Report appropriately on the needs and provision required for these students – to parents /carers, teachers, other staff; and receive feedback | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative content and learninga) The continuum of assessment practices including formative, summative, diagnostic and evaluative practices are reviewed; how this relates to the normal development of literacy skills which informs diagnostic decisions; the interactive process of assessment where people work together to understand an individual more fully and promote his best interest; the collaborative nature of assessment, involving others; a social model of SpLD- co-occurrence and labelling b)The basic concepts in psychometric assessment –normal distribution, reliability, validity, confidence levels, scores- percentile ranks, standard scores, using tests and test scores, describing scores, comparing scores, statistical significance, professional judgement c) Conducting an assessment –planning, background information, selecting test materials , administering the tests, recording, feedback and discussion, summary d) Critical engagement in relation to the main areas of investigation – cognitive underlying abilities – verbal ability; non-verbal ability; verbal short term and working memory, phonological awareness; speed of processing. Attainments – reading, spelling, free writing, numeracy. e)Using a wide range of informal and formal assessment tools to create a profile of an learner’s strengths and needs. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||