EDS 8846 Principles of Assessment Design and Application

Data driven instruction is the latest catch phrase in education. Candidates will be able to utilize valid and reliable data to modify instruction on a day-to-day basis. In this course, candidates will learn to design valid and reliable selected response, essay and performance assessments and rubrics for diagnostic, summative, and formative purposes. Data from those types of assessments as well as standardized tests will become the basis for analysis of student learning with the aim of modifying instruction and improving achievement. Candidates will demonstrate the ability to conduct program evaluations to determine the effectiveness of curriculum and instructional practice.

Credits

3

Student Learning Outcomes

SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

COURSE OUTCOMES (CO):          

Upon successful completion of this course, the candidate will be able to:

1. Explore theoretical issues and current research on formative and summative assessment and their implications for educational assessment. This course outcome is aimed at meeting the School of Education’s CCLO 6 and SPCLO 20. It addresses C&I Standard 6.1, 6.2 and INTASC standards 6 and 9.
2. Analyze assessments for validity and reliability. This course outcome is aimed at meeting the School of Education’s CCLO 6 and SPCLO 20. It addresses C&I Standard 6.2 and INTASC standards 6 and 9.
3. Create valid, reliable, effective, efficient assessments (selected response, essay, performance assessments and rubrics) that are aligned with Common Core standards and with planned instruction. This course outcome is aimed at meeting the School of Education’s CCLO 5, 6 and SPCLO 12, 20. It addresses C&I Standard 6.3 and INTASC standard 6.
4. Create valid and reliable formative and summative assessments to assess higher-level thinking. This course outcome is aimed at meeting the School of Education’s CCLO 5, 6 and SPCLO 12, 20. It addresses C&I Standard 6.1, 6.3 and INTASC standards 5 and 6.
5. Create and utilize student self-assessments and peer reviews. This course outcome is aimed at meeting the School of Education’s CCLO 1, 3, 6 and SPCLO 17, 20. It addresses C&I Standard 2.1, 6.2, 6.3 and INTASC standards 3 and 6.
6. Analyze data from formative and summative classroom assessments to determine appropriate course of action for instruction for diverse students’ differentiated needs. This course outcome is aimed at meeting the School of Education’s CCLO 4, 5, 6 and SPCLO 12, 17, 20. It addresses C&I Standard 2.1, 2.2, 2.3, 4.2, 6.1, 6.3 and INTASC standards 2 and 6.
7. Analyze data from standardized test data to identify longitudinal trends, achievement gaps, and establish goals for improvement. This course outcome is aimed at meeting the School of Education’s CCLO 6 and SPCLO 17, 20. It addresses C&I Standard 2.1, .2.2, 2.3, 4.2, 6.1, 6.3, 6.5 and INTASC standards 6 and 9.