A study of formative, placement, diagnostic and summative evaluation. Emphasis is on the development, administration, interpretation and utilization of informal, teacher-made evaluation measures, to include paper-pencil and observation instruments. These measures may be norm-referenced, criterion referenced, or learner referenced. Additionally, students learn to read and interpret formal assessment of data produced by either parametric or nonparametric statistics. Prerequisite: Graduate standing; and admission to the Teacher Certification Program; or full MAT or M.Ed. status.
Prerequisite(s) / Corequisite(s):
Graduate standing; and admission to the Teacher Certification Program; or full MAT or M.Ed. status.
Most current editions of the following:
Most current editions of the following:
An Introduction to Student-Involved Assessment for Learning
By Stiggins, R. (Pearson) Recommended
Educational Testing and Measurement: Classroom Application and Practice
By Kubiszyn, T,, & Borich, G. (Wiley) Recommended
To understand how students learn, develop, and differ in their approaches to learning. (MoSPE 2)
To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students. (MoSPE 2)
To develop long-range planning, based upon student, district and state standards data. (MoSPE 3)
To use a variety of instructional strategies and resources to encourage students' development and critical thinking, problem solving, and performance skills. (MoSPE 4)
To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
To continually assess the effects of choices and actions on others to become a reflective practitioner. (MoSPE 8)
To grow professionally in order to improve learning for all students. (MoSPE 8)
To develop effective working relationships with students, families, school colleagues and community members. (MoSPE 9)
Applies knowledge of learning theory in all aspects of instructional design.
Recognizes diversity and the impact it has on education.
Is able to plan lessons and learning activities to address a student's prior experiences, multiple intelligences, strengths and needs in order to positively impact learning.
Demonstrates an understanding that instruction should be connected to students' prior experiences and family, culture and community.
Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
Knows and understands the concept of differentiated instruction and short and long-term instructional goal planning to address student needs in meeting curriculum objectives.
Demonstrates knowledge of researched-based models of critical thinking and problem-solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
Has knowledge of the development, use and analysis of formal and informal assessments.
Describes, explains and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals.
Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning.
Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators.
Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.
Uses analysis of data to determine the effect of class instruction on invididual and whole class learning.
Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improved student learning.
Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners.
Recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to support students' learning and well-being.
Norm-referenced vs. criterion-referenced tests and interpretations
Develop a performance assessment
Reliability, validity, and absence of bias
Item and test analysis
Selected-response tests and constructed-response tests
Assessing student learning
Assessing problem-solving and higher level thinking strategies
Teacher-made tests vs. standardized tests
Appropriate practices in grading
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.