| 1 | To be able to distinguish key concepts and assessment types (diagnostic, formative, monitoring, summative) in special education. |
| 2 | To be able to select standardized tests and alternative techniques according to purpose, context, and learner characteristics. |
| 3 | To be able to design an assessment plan aligned with validity, reliability, ethics, and cultural responsiveness. |
| 4 | To be able to explain administration and scoring principles of assessment tools within a theoretical framework. |
| 5 | To be able to integrate assessment findings into IEP and instructional planning using data-based decision making. |