MTE/513-CA-ONLY - Evaluation and Data Literacy

Course Description

This course focuses on utilizing effective assessment practices to guide instruction. The fundamentals of assessment, including standardized, formative, summative, and performance assessments and their uses will be discussed. Teacher candidates will effectively analyze and evaluate test and performance data in order to communicate data results ethically and determine learner needs. Additionally, the purpose, methods, and reporting of evaluations are explored.

This version of the course is for California residents only. If you do not reside in California click here.

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.

Course Objectives

Week 1

• Differentiate between the types and purposes of assessment.
• Differentiate between formative and summative assessment.
• Examine reliability and validity of objective tests, portfolios, performance assessments, and standardized testing.
• Describe ways personal bias and student diversity can influence your assessment decisions.

Week 2

• Analyze the use of assessment for learner growth and accountability.
• Align assessment to standards and objectives.
• Apply principles of differentiation to assessment.
• Explain the importance of documenting assessments, observations, and interventions.

Week 3

• Examine a variety of strategies for communicating timely, effective, and descriptive feedback to
• students.
• Evaluate ways learners can access their own learning and set their own goals.
• Justify the use of appropriate strategies to engage learners and guide them to reflect on their own
• learning.

Week 4

• Describe the importance of regularly monitoring, documenting, and reporting student data and
• progress.
• Examine the role ethics play in the use of assessments and assessment data.
• Examine the appropriate and inappropriate uses of assessment results in instructional planning.
• Evaluate strategies for collaborating and communicating assessment results with a variety of
• stakeholders.
• Examine the Federal Education Rights and Privacy Act as it relates to assessment.

Week 5

• Propose data-driven lesson plans for differentiated remediation.
• Analyze assessment data to understand patterns and gaps in learning, guide planning and instruction, and provide meaningful feedback to all learners.
• Analyze the response to intervention theory and model.
• Interpret response to intervention assessment results to determine appropriate interventions.
• Describe best practices for assessment modifications and accommodations for special education
• students and English language learners.

Week 6

• Analyze strategies for evaluation of curriculum.
• Analyze strategies for evaluation of instruction.
• Examine the benefits and implications of working with a collaborative team to engage in curriculum
• development, planning, and reflection on practices.
• Apply a variety of data to evaluate the success of a lesson and plan for differentiated remediation.

Notes

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.