Vanwege het coronavirus is de informatie voor opleiding en toetsing in semester 2 (blok 3 en 4) niet meer op alle punten actueel. Zie voor de actuele informatie de betreffende vakpagina’s op Blackboard/Brightspace.

Studiegids

nl en

Development and evaluation of individual educational programmes

Vak
2013-2014

NB Language spoken in course is Dutch unless English-speaking students participate

For students in the specialisation Learning Problems and Impairments (International track) this course is extended with 5 extra ects in the second semester. They will be informed by professor Espin about the content of the extension.

Admission requirements

This course builds on the knowledge and skills acquired in the following Bachelor courses: Het Lerende Brein 1 and Het Lerende Brein 2.

Description

In this course, students explore and critically evaluate the literature on data-based problem solving. The course includes examination of research and writings on the implementation of on a problem-solving approach to learning and behavior problems. Specific emphasis is placed on analysis of the literature. Practical considerations for implementation of problem solving are not covered here but are covered in a bachelor’s level course.

Course objectives

By the end of the course, students will:

  1. Discuss what a problem-solving approach is, the factors leading to a problem-solving approach and the steps to problem solving.
    1. Discuss and critically evaluate a specific problem-solving model, Response to Intervention. Describe the potential advantages and disadvantages of RTI.
    2. Describe Curriculum-based Measurement, a system for monitoring individual progress over time in order to make instructional decisions.
    3. Critically evaluate the research on the development of CBM procedures and issues related that research in the areas of reading, mathematics, and written expression.
    4. Critically evaluate the research on and issues related to goal setting and slope in a CBM progress-monitoring system.
    5. Critically evaluate the research on and issues related to the use of progress-monitoring data for instructional decision making.
    6. Design and conduct a group “practice” study related to progress monitoring in reading.
    7. Write a technical report describing the results of the practice study.

Achievement levels: 4, 5, 6, 8, 12, 14, 15, 16, 18.

Timetable

Timetable

Mode of instruction

Lecture and discussion.

Assessment method

Weekly critical reflection papers. Leading of class discussions. Final project.

Blackboard

During this course Blackboard is used.

Reading list

  • Hosp, M.K., Hosp, J.L., & Howell, K.W. (2007). The ABCs of CBM: A practical guide to Curriculum-Based Measurement. New York: Guilford.

  • Espin C.A., K.L. McMaster, S.Rose, and M.M. Wayman (eds) (2012). A measure of success: The influence of curriculum-based measurement on education. University of Minnesota Press, Minneapolis, MN. ISBN number: 978-0-8166-7970-6

  • Several articles will be assigned at time of class.
    h3. Registration

Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.

  • Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;

  • Registration for the exam is possible as of two months through one week before the exam at the latest;

  • Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.

Students who don’t register cannot attend classes or take the (re)exam.

Contact information

During this course professor Espin holds offices one hour immediately after classes. She can also be reached by email.