This course identifies what assessment is and how formative and summative assessments are used in the classroom. The course will include construction of objective and performance assessments, topics on reliability and validity, understanding the uses of standardized assessments, and the framework of assessment.
This undergraduate course is 5 weeks.
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 Arkansas, California, Connecticut, Iowa, Idaho, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New York, Ohio, Texas, Wisconsin, Wyoming and individuals who reside outside the United States.
- Identify what assessment is and how it is used.
- Summarize major assessment perspectives in U.S. education.
- Define assessment, evaluation, and curriculum.
- Identify the purpose of assessment, curriculum, and assessment alignment.
- Identify Common Core State Standards.
- Recognize the different types of objective tests and their appropriate uses.
- Examine reliability and validity of objective tests.
- Examine the appropriate and inappropriate uses of objective test results in instructional planning.
- Construct educational objectives.
- Differentiate between formative and summative assessment.
- Recognize the different types of performance assessments and their appropriate uses.
- Examine the appropriate and inappropriate uses of performance assessment results in instructional planning.
- Identify strategies for assessing 21st Century Skills.
- Describe the elements and utility of rubrics.
- Construct an objective test.
- Identify the characteristics of authentic assessment.
- Explore the purpose of standardized assessment in the classroom.
- Examine reliability and validity of standardized assessments.
- Examine the appropriate and inappropriate uses of standardized assessment results in instructional planning.
- Recognize the influences of student diversity on assessment.
- Describe best practices for assessment modifications and accommodations for special education students and English Language Learners.
- Examine methods of differentiating assessment based on student needs.
- Examine grading policies and appropriate use of grades.
- Analyze ethical issues in assessment.
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.