EDUC 6600 Educational Assessment

This course is designed to provide participants with the assessment tools necessary to enhance learning for diverse student populations. The course will address ways to assess higher order cognitive objectives and authentic tasks to improve instruction. Candidates will participate in activities that enhance understanding of assessment task development, analysis, and interpretation. They will examine ways to facilitate communication within the teaching and learning situation. Documenting student performance and progress, both for instructional and accountability purposes, will be emphasized. Candidates will develop and use new assessments to enhance students' learning, communicate with parents and students, and create change about views toward assessment. (Pre-service certificate not required. Field experience required.)

Credits

3

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)