Content Measurement and Evaluation – EDUC 425

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 09/05/2023

Course Description

This course is designed to acquaint teacher candidates with the basic principles and practices of student assessment through the use of standardized tests and teacher-made tests. Simple statistical treatments of both types of tests are included. Evaluation of instructional objectives is also stressed.

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

Rationale

This course is designed to prepare teacher candidates to critically use the cycle of assessment and reflection to inform future instruction and assessment. As such, it involves candidates using basic educational statistics to evaluate standardized tests, as well as differentiated teacher-designed assessments that they create and administer. The candidates conduct research to support effective classroom instruction and assessment linked to their content instructional objectives.

Course Assignment

Textbook readings and lecture presentations

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 discussion. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to two other classmates’ threads. Each reply must be 150 words. Each thread, reply, and cited reference must follow current APA format. (CLO: A, B, D)

Each quiz will cover the Learn material for the assigned modules. Each quiz will be open-book/open-notes, contain multiple-choice and true/false questions, and have a 30-minute time limit. (CLO: A, D, E)

The candidate will develop an Assessment Plan for a 9-week grading period, which will include 2 weighted Units. Each unit will have 3 formative and summative assessments based on measurable learning standards and objectives. (CLO: A, B, C, D)

The candidate will create a digital formative assessment, provide a live link, summary of development, learning objective, reflection, and example feedback addressing student deficits. (CLO: A, D, E)

Candidates will complete a performance-based assessment online training with the United States Department of Education and gain certification.  (CLO: A, D, E) 

The candidate will create and administer a classroom test which will include five different question formats, clearly defined essay question with rubric, answer key, and evaluation reflection. The created test will include and measure the content, state standard, and CPC objective. (CLO: A, B, C, D, E)

The candidate will complete a Pre-edTPA assignment for Task 3-Assessment to prepare them for evaluating student outcomes in light of predetermined objectives for their edTPA assessment during Student Teaching.  (CLO: A, D, E)

The candidate will participate in a Quality Enhancement Plan research initiative. Upon research, candidates will create a literature review, question and problem statement observed in their content area, describe the theoretical base and empirical evidence, describe the participants and setting, data collection methods, limitations, intervention, and recommendations for future research.  There are three parts to this project:

  1. Quality Enhancement Plan: Research Proposal – Part 1 Assignment
  2. Quality Enhancement Plan: Research Proposal – Part 2 Assignment
  3. Quality Enhancement Plan: Research Proposal – Poster Presentation Assignment

(CLO: A, B, C, D, E)