| CODE | CSD5007 | ||||||
| TITLE | Literacy and Numeracy Assessment and Intervention Practices | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 10 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | This study-unit introduces students to key principles and practices in literacy and numeracy assessment and intervention. Students will explore psychometric concepts, standardised and non-standardised assessment tools, and their application in diverse educational contexts. They will gain exposure to commonly used assessment instruments and develop an understanding of their uses, limitations, and implications for intervention planning. The study-unit also encourages students to critically evaluate different assessment and intervention strategies, equipping them with the foundational knowledge and practical insights needed to support learners with literacy and numeracy difficulties. Study-Unit Aims: This study-unit aims to provide students with an in-depth understanding of literacy and numeracy assessment and intervention, emphasizing the relationship between assessment practices, learner needs, and educational planning. Through theoretical knowledge and hands-on experience, students will explore key psychometric concepts, assessment tools, and intervention strategies used to support learners with literacy and numeracy challenges. The study-unit encourages critical reflection on best practices in assessment and intervention, preparing students to apply evidence-based approaches in diverse educational and clinical settings. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Critically evaluate the important influence that psycho-educational assessment can have on children's educational progress; - Critically analyze the relation between assessment and the process of decision making about children experiencing difficulties in the education system; - Analyse the importance that contextual factors should have in decision making about children; - Discuss and critically evaluate the use, advantages, and disadvantages ofassessment strategies for decision making about assessment including document review, interviewing, observation, and testing techniques; - Discuss and critically evaluate the potential use and abuse of assessment tools in decision making about client's challenges; - Critically evaluate theories and research on testing; - Evaluate the principles of assessment, measurement and psychometric properties of the test/s they are using; - Explain the statistical processes involved in the compilation and standardisation of tests; - Evaluate the effectiveness of particular tests for tasks needed and skills addressed; - Evaluate critically the principles applied in administration, scoring, and interpretation of tests; - Evaluate intervention programmes. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate interpersonal skills competencies in building rapport with children, parents, teachers, other stakeholders, and adult clients; - Demonstrate competencies in interviewing clients, parents and other stakeholders in order to support children's development and learning; - Demonstrate competence in observational techniques for the assessment of the influence of contextual factors in the challenges experienced by clients; - Demonstrate competences in the selection and administration of tests in decision making about clients; - Demonstrate skills in the appropriate scoring and interpretation of tests administered; - Explain results obtained through testing in the context of the test taker鈥檚 particular set of circumstances; - Assess ethical issues related to the assessment process; - Critically evaluate the information gained from their assessments in relation to clinical and intervention questions about clients; - Interpret reading IQ scores and reports; - Analyse psycho-educational reports; - Discuss the use of interdisciplinary testing. Main Text/s and any supplementary readings: Main Texts: - Aiken, L. R. (1998). Tests & examinations: Measuring abilities and performance. Wiley. - Linn, R. L., Gronlund, N. E., & Davis, K. M. (2000). Measurement and assessment in teaching (8th ed.). Pearson. - Boyle, J., & Fisher, S. (2006). Educational testing: A competency-based approach. BPS Blackwell. - Mather, N., & Wendling, B. J. (2011). Essentials of dyslexia assessment and intervention (Vol. 89). John Wiley & Sons. - McMillan, J. H. (2004). Classroom assessment: Principles and practice for effective instruction. Allyn and Bacon. - Robinson Kurpius, S. E., & Stafford, M. E. (2006). Testing and measurement: A user-friendly guide. Sage. |
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| ADDITIONAL NOTES | Pre-requisite Qualification: Entry requirements Pre-requisite Study-units: YEAR 1 of the Programme of Studies |
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| STUDY-UNIT TYPE | Lecture, Practicum and Group Learning | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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