Diagnostic Measurement and Evaluation – EDUC 415

Course Description

Rationale

The objective of this course is to prepare the teacher candidate to a) create classroom assessments, b) use a variety of techniques to measure achievement, c) ensure differentiation of instruction, assessment, and analysis, and d) conduct research to support effective classroom instruction and assessment.

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the teacher candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300–400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150–250 words. The thread and replies must follow current APA format. (CLO: A, C, F)

The teacher candidate will develop an assessment plan for a nine-week marking period. Using the example in Chapter 6 of Brookhart & Nitko (2019) as a model, teacher candidates will include the time frame for the units, the formative and summative assessment strategies, and the weighting of the assessments. (CLO: A, B, E)

Teacher candidates will create a digital formative assessment based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (CLO: A, C, E)

Teacher candidates will create a classroom test based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (CLO: A, C, E)

The teacher candidate will complete a Pre-edTPA assignment for Task 3 (Literacy) using predetermined literacy objectives focusing on one or more of the following core components of reading:  1) phonemic awareness 2) phonics  3) fluency  4) vocabulary  5) comprehension.  This will prepare him/her for evaluating student outcomes for his/her edTPA assessment during Student Teaching. This assignment will be uploaded in both the course and in LiveText. (CLO: A, D, E) 

Using the literacy-based scenario information, archived data, and current evidence-based research, the teacher candidate will complete a multi-step research project. The teacher candidate will address at least one of the 5 core components of reading (phonemic awareness, phonics, fluency, vocabulary, or comprehension). Using diagnostic measures and research to address the science or structure of reading increases the ability to find evidence-based practices for better student outcomes. (CLO: A, D, E, F). 

1. Diagnostic Summary Report Assignment

Using the Template, the teacher candidate will complete a diagnostic summary to guide the Tutoring Plan Overview.

2. Research Literature and Theoretical Support Assignment

The teacher candidate will provide literature to support the activities to be used in his or her tutoring plan.

3. Tutoring Plan Overview Assignment

Using the Template and researching evidence-based practices, the teacher candidate will develop a teaching plan complete with scope and sequence for an 8-week mock tutoring intervention.

4. Research Methods Section Assignment

The teacher candidate will provide a methods sections for his or her final research poster which will include a research design, research question, purpose of the research, methods, and limitations.

5. Clinical and Student Progress Report Assignment

Using scenario information and data, the teacher candidate will complete a final clinical analysis with student progress report for parents using the Clinical and Student Progress Report Template.

6. Research Poster Assignment

Using all of the prior assignments in the QEP DPRP, the teacher candidate will create a research poster  and record a presentation with it.  The assignment must be saved in a PDF format.

Teacher candidates will complete a performance-based assessment online training with the United States Department of Education and gain certification (CLO: A, C)

The quizzes will cover the textbook material for the assigned Modules: Weeks. Each of these quizzes will be open- book/open-notes, contain 25 multiple-choice and true/false questions, and have a 60-minute time limit. (CLO: A, B, C, D, E, F)