Assessing Student Learning in the Classroom
Instructor Name: Dr. Karen Lea
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Technical Support: email@example.com
Welcome to Educational Assessment: Assessing Student Learning in the Classroom! Curriculum, instruction, and assessment work together to support student learning. Students are provided with opportunities to learn the skills, concepts, and work-study practices necessary to be successful in classrooms. Assessments measure student progress toward the standards, help teachers identify each student's instructional needs, and inform parents about what and how their child is learning. The assessments also help to gauge how well schools are supporting the achievement of all students.
However, no matter how many assessments there are, without educators able to use assessments, those assessments are worthless. As educators, we must know how to conduct the assessment, interpret the data, and develop priorities for action. We also must take into account data from other sources, notably the parents and psychologists. We then have to put all this information into some organized format and make the information clear to colleagues and parents.
In order to do this, we have to bring our skills and knowledge about the subject matter into play while answering these questions:
• What is the prerequisite knowledge for this area of the curriculum?
• How important is the particular area?
• Would having a "less than very high" level of competence in one area predispose the child to failure in other areas?
• How much time should be spent on a particular topic?
• Should we consider an alternative area?
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.
Instructor: Dr. Karen Lea
Publisher: Virtual Education Software, inc. 2005, Revised 2010, Revised 2013, Revised 2016
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.
Assessment of learning is a complex process and it is important to be clear about the purpose of the assessment. At the conclusion of this course students will be able to:
· Articulate the purpose and types of educational assessments
· Create high quality assessments for the classroom
This course will cover many areas and topics on educational assessment. The following is an outline of the topics that will be discussed in each chapter of the course.
Chapter 1: Overview
History of education assessment
What is educational assessment
Common Core and assessments
ELL and Special Needs Students
Chapter 2: Formative vs. Summative
Chapter 3: Types of Formative Assessments
Chapter 4: Feedback & Writing Questions
As a student you will be expected to:
· Complete all four information sections showing a competent understanding of the material presented in each section.
· Complete all four section examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· Complete a review of any section on which your examination score was below 50%.
· Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· Complete a course evaluation form at the end of the course.
At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.
If you need personal assistance then email firstname.lastname@example.org or call (509) 891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.
Bibliography (suggested reading)
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Alexander, H. (2015). Developing effective assessment: Strategies for success. Griffith University Good Practice Guide.
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Brady, L. & Kennedy, K. (2012). Assessment and reporting (4th ed.). French Forrest (Sydney), Australia: Pearson.
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Conley, D.T. 2014. A New Era for Educational Assessment. Students at the Center: Deeper Learning Research Series. Boston, MA: Jobs for the Future. Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.
Damiani, V. B. (2015). Portfolio assessment in the classroom. National Association of School Psychologists. [Retrieved from http://www.academia.edu/6801980/The_Students_Portfolio_as_An_Alternative_Assessment_Tool.
Darling-Hammond, L. & Adamson, F. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
Darling-Hammond, L. & Wentworth, L. (2010). Benchmarking learning systems: Student performance assessment in international context. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
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Lane, S. (2010). Performance assessment: The state of the art. (SCOPE Student Performance Assessment Series). Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
LeGrange, L., & Reddy, C. (2000). Continuous assessment. Kenwyn, Australia: Juta.
McLoughlin, J. A., & Lewis, R. B. (2008). Assessing students with special needs (7th ed.).Upper Saddle River, NJ: Pearson/Prentice Hall.
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Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
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Pathey-Chavez, G. G., Matsumura, L. C., & Valdes, R. (2004). Investigating the process approach to writing instruction in urban middle schools. Journal of Adolescent and Adult Literacy, 47(6), 462–477.
Parvis, S. (2012). Effective assessment of students determining responsiveness to instruction. Upper Saddle River, NJ: Pearson.
Pierangelo, R. A., & Giulianu, G. A. (2013). Assessment in special education: A practical approach (4th ed.). Upper Saddle River, NJ: Pearson.
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Spinelli, C. G. (2010). Linking assessment to instructional strategies: A guide for teachers. Upper Saddle River, NJ: Pearson.
Spinelli, C. G (2012). Classroom assessment for students in special education (3rd ed.). Upper Saddle River, NJ: Pearson.
Smith, T. E .C, Polloway, E. A. & Patton,J. R. (2011). Teaching students with special needs in inclusive settings. Upper Saddle River, NJ: Merrill/Pearson.
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Vaughn, S., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional diverse and at-risk students in the general education classroom (5th ed) Boston, MA: Pearson Education.
Venn, J. J. (2007). Assessing students with special needs (4th ed.). Upper Saddle River, NJ: Prentice Hall.
West Virginia Department of Education. (2015). Formative assessment. [Retrieved from http://wvde.state.wv.us/teach21/Observations.html].
Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.