Authentic Assessment Module
Dr. Susan C. Philhower: EDUGF - 533 An audioclip Welcome from Dr. Philhower
Please complete Student Enrollment Authentic Assessment Form
How I prepared for your course All students are encouraged to view this module.
How We Learn
- All students are asked to view this
AssessmentCourse Blog Please bookmark this site.Required Print Material for the Introduction to this Course, Page One
Required Print Material for the Introduction to this Course, Page Two
Session One, Anticipation Guide
This is a mixed format course that combines face-to-face and online components. Students will use the print syllabus, course textbook and the online course materials.
The wiki includes the IRIS matrix of tools and the Universal Design for Learning materials to illustrate differentiated instruction, dealing with diversity, collaboration, working with non-standard students using standards, and assessment for instruction.
Introduction
Overview and Rationale
This course is designed to address the assessment and evaluation of student progress toward meeting targeted objectives, competancies, goals, and standards. There is a need to examine and utilize a balanced assessment model for student evaluation. Educators need to use standardized and teacher-made tests to have comparative information that is norm-referenced and/or criterion-based to assess students' content knowledge. Educators also need to include measures such as portfolios to monitor students' growth and development as well as performance tasks to measure application and transfer.
Course Description
This course examines the qualities desired in any measurement procedure. Traditional, standardized (norm-referenced and criterion-referenced), and teacher-made tests are examined. Participants focus on creating effective teacher-made tests that include a variety of question types, modalities, higher-order thinking and allowances for exceptional needs students. Participants investigate a variety of significant classroom assessments such as journals, logs, portfolios, group projects, reflectivepapers, student interviews, self-evaluation, and metacognition. They then will relate the usefulness and applicability of particular measures to appropriate elements in curriculum and instruction.
Course Standards
The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
Knowledge Indicator: The competent teacher…
8A. Understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Academic Standards, and what kinds of experiences will support their further growth and development.
8B. Understands the purposes, characteristics and limitations of different kinds of assessments.
8C. Understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.
8D. Understands how to use the results of assessment to reflect on and modify teaching.
8E. Understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.
8F. Knows legal provisions, regulations, and guidelines regarding assessment (and inclusion in statewide assessments) of individuals with disabilities.
8G. Knows methods for monitoring progress of individuals with disabilities.
8H. Knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities.
Performance Indicator: The competent teacher…
8I. Uses assessment results to diagnose student learning needs, align and modify instruction, and design teaching strategies.
8J. Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.
8K. Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.
8L. Maintains useful and accurate records of student work and performance and communicates student progress knowledgeably and responsibly to students, parents and colleagues.
8M. Uses appropriate technologies to monitor and assess student progress.
8N. Collaborates with families and other professionals involved in the assessment of individuals with disabilities.
8O. Uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.
8P. Uses technology appropriately in conducting assessments and interpreting results.
8Q. Uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.
In addition to your course text there are many required materials online that you will be asked to print and bring to class. These are listed under each week's Learning Materials section. Successful students will have read these required materials in advance of the course meeting, and completed other activities listed each week under Activities to Prepare for Class.**
Week One
- Student Learning Standards and Introduction
Week Two
- Standardized Tests
- Formative Summative Assessment
- Performance Assessment
Week Three
- Multiple Intelligences and Differentiation
- Portfolio Assessment
Week Four
- Alternative Assessment, Accommodations/Assistive Technology
Week Five
- Teacher Made Tests
- Learning Logs and Journals
- Metacognitive Assessment
Week Six
- Rubrics
- Observation and Checklists
- Graphic Organizers
Week Seven
- Interviews and Conferences
- Reporting Systems
Methodology
The course objectives will be accomplished through a variety of teaching techniques direct instruction to summarize key research in student assessment. Collaborative group and individual planning, individual and group presentations, critical analysis of papers, use of technology and the Internet, and the development of a course portfolio (wiki) may be used. Reflective journal entries,, learning logs, simulations, and peer coaching may be used to facilitate transfer.
InternalLinks
External Resources Links
Course Assignments and Evaluation
MTLassessment Student Wikibook
Comments (0)
You don't have permission to comment on this page.