EDF 4444 - Assessment in the Curriculum

College of Education

Credit(s): 2
Contact Hours: 32
Effective Term Fall 2022 (610)

Requisites

Admission to Educator Preparation Institute (EPI) (Certificate with Financial Aid Eligibility) (EPI-CT) or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT)

Course Description

This course is designed to develop the necessary skills required by teachers to develop a variety of assessments that will help identify gaps in student learning and measure student learning gains. The course will instruct teacher candidates how to design, select, implement, and interpret assessments for P-12 classrooms. Teacher candidates will learn how to analyze P-12 student assessment data and then communicate the results with parents and caregivers. The use of technology to organize and integrate assessment data will also be addressed.

Learning Outcomes and Objectives

  1. The teacher candidate will use a variety of diagnostic, formative, and summative assessments to monitor P-12 student learning by:
    1. defining common terminology associated with evaluation and assessment in P-12 environments, e.g., norm-referenced, criterion-referenced, portfolios, diagnostic evaluation, formative evaluation, summative evaluation, etc.;
    2. explaining the purpose of assessment;
    3. creating diagnostic, formative, and summative assessment tools to identify gaps in P-12 student subject matter knowledge and measure student learning gains.
  2. The teacher candidate will analyze and apply data from multiple assessments to diagnose P-12 student learning needs by:
    1. identifying sources of data from a variety of assessments that can be used to diagnose P-12 student learning needs;
    2. evaluating sample P-12 student data to diagnose student learning needs;
    3. developing sample test items that identify P-12 student learning needs;
    4. using data from a variety of assessments to diagnose P-12 student learning needs;
    5. evaluating various approaches/systems used to track P-12 student achievement.
  3. The teacher candidate will demonstrate how to communicate the results of P-12 student outcomes and learning gains with the student and the student’s parent/caregiver by:
    1. determining ways teachers can provide evidence of validity and estimate reliability in assessment;
    2. discussing the teachers’ ethical responsibilities to various P-12 student populations (Limited English Proficiency [LEP], non-Limited English Proficiency [non-LEP], special needs populations) regarding assessment;
    3. explaining the relationship between educational accountability and P-12 student’s scores on standardized achievement tests with a P-12 student and the student’s parent/caregiver.
  4. The teacher candidate will apply technology to organize and integrate assessment data by:
    1. identifying appropriate technology tools to organize assessment data and to communicate grades to students and their parents/caregivers.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I Approval: 07/12/2012, BOT Approval: 08/21/2012, Effective Term: Fall 2013 (475).
C&I Approval: , BOT Approval: , Effective Term: Fall 2022 (610)