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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Yaniv Mor
Coordinator Office Hours:
Teaching Staff:
Dr. Yaniv Mor
Course/Module description:
The course is offered to students in the Learning Disabilities class.
Course/Module aims:
The course aims to present the conceptual and psychometric challenges in the definition and diagnosis of learning disabilities, and in granting test accommodations.
Learning outcomes - On successful completion of this module, students should be able to:
see the course aims
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Lecture
Course/Module Content:
1. Selected issues in Psychometrics: Reliability, validity and fairness
2. Learning disability as a construct: A critical examination of theoretical definitions
3. A critical examination of operational definitions (models) for the assessment of learning disabilities
4. The reliability and validity of the diagnostic process
5. Psychometric issues (validity and fairness) in granting test accommodations
Required Reading:
בן משה, ב. (2012). התוקף וההוגנות של הקראת שאלון הבחינה באופן בלעדי ללקויי למידה: מטה-אנליזה. עבודת גמר לקבלת תואר מוסמך, ביה"ס לחינוך, האוניברסיטה העברית.
קאהן, ס. וכהן, נ. (1996). משכל ואסכול: השפעת הניסיון הבית ספרי על הציונים במבחני אינטליגנציה. בתוך א. לסט וס. זילברמן (עורכים), סוגיות בפסיכולוגיה של בית הספר: שיקולים ויישומים (עמ' 135-93). ירושלים: מגנס.
קלפר ד., טורוול, א., קנת-כהן, ת. ואורן, כ. (2013). הוגנות מערכת המיון להשכלה הגבוהה כלפי מבקשי תנאים מותאמים בבחינה הפסיכומטרית (בשפה העברית) (דוח מס' 386). ירושלים: מרכז ארצי לבחינות ולהערכה.
Bolt, S. E., & Ysseldyke, J. E. (2006). Comparing DIF across math and reading/language arts tests for studenrs receiving a read-aloud accommodation. Applied Measurement in Education, 19(4), 329-355.
Cahan, S., Fono, D. & Nirel, R. (2010). The Regression-Based Discrepancy Definition of Learning Disability: A critical Appraisal. Journal of Learning Disabilities, 45(2), 170-178.
Cahan, S., Nirel, D. & Alkoby, M. (2016). The extra-examination time granting policy: A reconceptualization. Journal of Psycheducational Assessment, 34(5), 461-472.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Basic concepts. In Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed., pp. 1-41). Needham Heights, MA: Allyn & Bacon.
Kave, G. (2005). Standartization and norms for a Hebrew naming test. Brain and Language, 92, 204-211.
Kundel, H. and Polansky, M. (2003). Measurement of observer agreement. Radiology, 228, 303–308.
Restori, A., Katz, G., & Lee, H. (2009). A critique of the IQ/Achievement discrepancy model for identifying specific learning disabilities. Europe's Journal of Psychology, 4, 128-145.
Sideridis, G. D., Morgan, P. L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Predicting LD on the basis of motivation, metacognition, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215-229.
Thambirajah, M. S (2005). Psychological measurements: their uses and misuses. In Psychological basis of psychiatry (pp. 181-201). Elsevier, Edinburgh.
Additional Reading Material:
None
Course/Module evaluation:
End of year written/oral examination 100 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 0 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
home examination with open material
Additional information:
None
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