CUR/530 - Assessment and Evaluation Models
Course Description
This course is designed to support educators in developing an increased level of competence and professional understanding of educational assessment in the K-12 setting. Participants examine how the assessment process is used to collect data, evaluate classroom and schoolwide learning outcomes, and make informed decisions about curriculum and instruction. Emphasis is placed on formative, summative, and curriculum-based assessment to support student learning in a comprehensive and balanced assessment system. Benchmark assessments, progress monitoring, and accountability to increase achievement are also addressed.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, Connecticut, Georgia, Kentucky, Massachusetts, and New York.
Course Objectives
Week 1
- Analyze the essential elements of a balanced assessment system.
- Analyze how your current K–12 state testing system aligns to state adopted standards.
- Differentiate between formative and summative assessments.
- Examine the purpose of formative and summative assessments within a variety of instructional contexts.
- Evaluate effective implementation strategies for the use of technology in the purpose of formative assessment.
Week 2
- Compare the essential components of norm-referenced assessment systems to those of standards-based assessment systems.
- Evaluate validity and reliability in assessments.
- Analyze assessment bias.
Week 3
- Synthesize item analysis techniques to diagnose student needs.
- Examine questioning strategies utilized to assess higher-order thinking skills.
- Analyze the connection between classroom grades and assessment.
- Critique the essential elements of selected response and constructed response assessments.
Week 4
- Evaluate the benefits of involving students in the assessment process.
- Describe the co-constructing criteria process.
- Analyze the benefit of students’ use of assessment information to improve their work.
- Utilize strategies to improve teacher-developed assessments.
- Differentiate between authentic and traditional assessment.
- Analyze the professional role and responsibility of the teacher in educational assessment.
- Examine test taking strategies for students.
Week 5
- Examine the utilization of standardized tests to evaluate student performance.
- Differentiate standardized and non-standardized tests.
- Evaluate strategies for interpreting norm-referenced test scores.
- Analyze strategies for evaluating print material and online resources for published tests.
Week 6
- Analyze the challenges faced in creating and sustaining a data-driven culture.
- Evaluate the advantages of and challenges to working as a team in the assessment process.
- Evaluate protocols for effective schoolwide data teams.
- Critique strategies for utilizing data in site-based curriculum decisions.
Prerequisites
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution, be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course, please contact an enrollment representative.
Disclaimers
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.