Diagnostic Measurement and Evaluation – EDUC 415

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 08/20/2021

Course Description

This course presents a diagnostic–prescriptive approach to classroom teaching. The candidate is trained in diagnostic testing techniques and procedures, the administration and interpretation of standardized tests, and the construction of classroom tests. Community engagement is required to tutor in the community (local school, church, club, etc.) for individual diagnosis and appropriate instruction for diverse learners.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

The objective of this course it to prepare teacher candidates to: a) create classroom assessments, b) use a variety of techniques to measure achievement and prepare parent reports and school performance evaluations, and c) integrate diagnostic-prescriptive teaching methods ensuring differentiation of instruction, assessment, and analysis. 

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Demonstrate mastery of material learned in lectures and course assignments.
  2. Create an assessment plan.
  3. Discuss real-life implementation of assessments and the interdependent relationship between assessment and instruction.
  4. Create a standards-based paper-and-pencil classroom assessment showing how data from the assessment can be analyzed and evaluated with descriptive statistics to inform instruction.
  5. Analyze diagnostic pre-assessment and develop intervention strategies and lesson plans based on the results; recording and reporting student progress.
  6. Utilize assessment results for instructional and guidance purposes.
  7. Administer and critique diagnostic and standardized assessment instruments.
  8. Develop a research proposal project based on QEP goals specific to teaching and learning.
  9. Demonstrate professional responsibilities by integrating Christian and professional principals through consistent and timely course participation and assignment completion.

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. (MLO: A, C, E, F, G, I)

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. (MLO: A, B, I)

Teacher candidates will create a classroom test based on the information provided on the scoring rubric. Teacher candidates will address any assumptions, influencing conditions, and limits to the development, delivery, and assessment of the test. (MLO: A, D, I)

Teacher candidates will complete a Pre-edTPA assignment for Task 3 to prepare them for evaluating student outcomes in light of predetermined objectives for their edTPA assessment during Student Teaching. This assignment will be uploaded in both the course and in LiveText. (MLO: A, F, G, I)

Using the scenario information, archived data, and current evidence-based research, the teacher candidate will complete a multi-step research project. (MLO: A, C, E, F, G, H, I).

1. Diagnostic Summary Report
Using the DSR Template, the teacher candidate will complete a diagnostic summary to guide the Tutoring Plan Overview.

2. Tutoring Plan Overview
Using the DSR 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.

3. Tutoring Lesson Plans
Using the TPO, the teacher candidate will develop two full lesson plans based on sessions 2 and 7. The plans will be completed using the Tutoring Lesson Plan Template.

4. Clinical and Student Progress Report
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.

5. Research Paper
Using all of the prior assignments in the DPRP, the teacher candidate will write a research paper using the QEP DPRP Research Paper Worksheet as a guide. The assignment must meet the recommended word count for each section and be submitted using the QEP DPRP Research Paper Template. 

The first six 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. The final quiz will cover all textbook chapters, will be open-book/open-notes, contains 100 multiple-choice and true/false questions, and will have a 2-hour time limit. (MLO: A, I)