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Dr. Vicki Collins

  • Discussant: Vicki Collins, Ph.D.
  • Position: Assistant Professor
  • Time: 
  • Venue: 

Investigating assessment and intervention practices in Taiwan’s schools    

This presentation will report initial findings on assessment and intervention practices currently used to help Taiwan’s educational community build and maintain effective programs for all students. To obtain this information, an assessment and intervention survey was administered to K-12 teachers, principals, and curriculum coordinators from various counties (Miaoli, Hsinchu, Kaohsiung) and cities (Hualien, Kaohsiung). The survey featured 12 best practices used in the United States—response to intervention, multitiered systems of support, early detection of student problems, early intervention, measuring core curriculum effectiveness, measuring growth, screening assessments, diagnostic assessments, progress monitoring assessments, tier 1 intervention, tier 2 intervention, and tier 3 intervention. The extent to which such practices are used and those identified for further training will be discussed.

Education and work experience

  • Ph.D. School Psychology, University of Oregon, 1993
  • M.S., Educational Psychology, University of Oregon, 1989
  • B.A., Psychology, California State University at Long Beach, 1986

Research Specialty

Vicki L. Collins, Ph.D., assistant professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University, teaches assessment courses to students majoring or seeking an endorsement in Special Education, and serves as Program Coordinator for the Master of Science in Educational Research, Evaluation, and Assessment program. She conducts research on ways to improve the quality of course offerings in higher education—with previous research focused on identifying essential assessment content for general and special education teachers, and current research focused on learning in flipped classrooms. Recently, she has begun investigating assessment and intervention practices that help Taiwan’s educational community build and maintain effective programs for all students. This collaborative work stems from her interest in building responsive learning communities and is supported by Project SEED (Research on Social Justice, Education Equity, and Diversity Through the Lens of Taiwan’s National Civic Literacy and Efficacy Initiative).


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