EDUC 425 Content Measurement and Evaluation

This course is designed to prepare the teacher candidate to critically use the cycle of assessment and reflection to inform future instruction and assessment. As such, it involves the candidate using basic educational statistics to evaluate standardized tests, as well as differentiated teacher-designed assessments that he/she creates and administers. The candidate conducts research to support effective classroom instruction and assessment linked to his/her content instructional objectives.

Textbook readings and lecture presentations

No details available.

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)

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. All references must be in current APA format. (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. The candidate must include at least 3 sources cited in APA format. (CLO: A, D, E)

The candidate will complete a performance-based assessment online training with the United States Department of Education and gain certification. Once completed, the candidate will upload the certificate for the assignment submission. (CLO: A, D, E) 

The candidate will create and administer a classroom test which will include five different question formats, a clearly defined essay question with a rubric, an answer key, and an evaluation reflection. The evaluation reflection must be at least 8 sentences and include 1 reference in APA format. 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 for evaluating student outcomes in light of the determined objectives for his/her edTPA assessment during Student Teaching. The assessment commentary portion of the assignment must be at least 5 pages and no more than 8 pages long. At least 1 citation and reference in APA format is required. (CLO: A, D, E)

The candidate will participate in a Quality Enhancement Plan research initiative. Upon research, the candidate will create a literature review, question and problem statement observed in his/her content area, describe the theoretical base and empirical evidence, describe the participants and setting, data collection methods, limitations, intervention, and recommendations for future research. Current APA format must be used for all citations and all scholarly sources must have been published within the last 5 years. There are three parts to this assignment:

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)

Each quiz will cover the Learn material for the assigned Modules: Weeks. 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)