RDNG/511 - Reading Assessment

Course Description

This course focuses on K-12 reading assessment. Participants examine various types of assessment for use in the classroom, the school, the district, and the state. Participants explore objective tests, performance assessments, and standardized testing. Topics include evaluation of curriculum and assessment, data-driven decision making, response to intervention for struggling readers, diversity and assessment, and ethical and legal considerations.

This graduate course is 4 weeks.

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, and Kentucky.

Course Objectives

Overview of Reading Assessments

• Summarize the role of assessment in reading instruction.
• Compare and contrast formative and summative assessments.
• Define basic concepts and terms related to assessment.
• Identify the assessment policies for your classroom, school, district, and state.

Informal and Formal Reading Assessments

• Compare and contrast formal and informal assessments.
• Identify the purposes and characteristics of informal reading assessments.
• Identify informal reading instruments that assess the following areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Describe ways in which informal reading assessments can be used to guide or monitor student progress and evaluate instruction.
• Identify the purposes and characteristics of norm-referenced and criterion-referenced assessments.
• Describe instructional strategies and methods to help prepare students for standardized assessments.
• Interpret and communicate standardized assessment results.
• Identify formal assessments that assess the following areas of reading: phonemic awareness, phonics, fluency, vocabulary, and instruction.

Evaluating and Guiding Curriculum and Instructional Planning with Assessments; Implementing a Balanced Assessment System

• Describe ways in which reading assessments can be used to evaluate and influence curriculum and instructional planning.
• Evaluate the organization and use of a school-wide multi-tiered model for intervention, such as response to intervention (RTI).
• Explain the purpose and process of progress monitoring.
• Identify the components of a comprehensive balanced assessment system.

Diversity, Differentiation, and Ethical/Legal Considerations in the Assessment Process

• Analyze critical issues related to diversity and assessment.
• Analyze assessment modifications and accommodations for English language learners and diverse learners.
• Explain how the Family Educational Rights and Privacy Act (FERPA) relates to assessment.
• Analyze ethical and legal issues in assessment.

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing teacher education 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 teacher education courses are 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 or not 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. Please check with an Enrollment Representative.