EDUC 4495 Educational Assessment for All Learners

A comprehensive study of educational assessment and diagnosis, emphasizing concepts of tests and measurements, formal and informal assessments, test development and administration, and the use of diagnostic test results in planning and instruction. The history, legalities, and other ethics of assessment are also discussed. There will be 15 hours of directed field experiences embedded into this course. A pre-service certificate is required for this course.

Credits

3

Prerequisite

One methodology course and EDUC 2251

Typically Offered

fall, spring

Student Learning Outcomes

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

COURSE OUTCOMES:

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

1. Appropriately use the language of assessment. (CCL-2)
2. Identify several specific roles or purposes of educational assessment and the types of assessment appropriate for each. (CCL0-All)
3. Distinguish between criterion and norm referenced interpretations. (CCLO-1,2,5)
4. Properly interpret selected standardized test results.(CCLO-2,5)
5. Explain the role of measurement and assessment in the instructional process. (CCLO-1,2,7)
6. Construct valid and reliable classroom tests and assessments that measure a variety of learning outcomes, including authentic and performance-based assessments, for diverse student populations. (CCLO-All)
7. Explain the concepts of validity and reliability and their role in the construction, selection, interpretation, and use of tests and measurements. (CCLO- 2, 3, 4)
8. Develop and manage his/her own assessment systems and instruments. (CCLO-All)
9. Administer, score and interpret tests and assessments properly and use their results effectively. (CCLO-All)
10. Clearly state instructional goals and objectives (including GPS’s)in ways that facilitate construction of assessments and thereby matching assessment alternatives to goals/objectives in relation to his/her philosophy of teaching and his/her instructional strategies. (CCLO-8,9,10)
11. Assess literacy growth as part of on-going instruction. (CCLO-1,2,3,4,5,6)
12. Report assessment results in a manner that provides meaningful feedback for the learner, helping the learner develop metacognitive abilities and learn to assess his/her own learning. (CCLO-7)
13. Describe his/her philosophy regarding assessment and explain the principles guiding his/her future practice. (CCLO-9)
14. Recognize both the potentialities and limitations of the various tests and assessment procedures used in schools. (CCLO-All)
15. Demonstrate knowledge of current trends and issues in assessment, including ethical considerations. (CCLO-All)