EDUC 415 Diagnostic Measurement and Evaluation

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.

Textbook Readings and Lecture Presentations

No details available.

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. The thread must include at least one scholarly source (including the textbook, the Bible, and journal articles published within the last five years). In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150–250 words and incorporate at least one scholarly citation. 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, which will include two weighted Units. Each unit will have three formative and summative assessments based on measurable learning standards and objectives. (CLO: A, B, E).

The teacher candidate 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 create a digital and paper/pencil formative assessment based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (CLO: A, C, E).

Performance-Based Assessment Assignment

The teacher candidate will complete an online performance-based assessment training with the United States Department of Education and gain certification. (CLO: A, C).

The teacher candidate will design a performance-based project that aligns with his/her content endorsement area, allowing the student to demonstrate skill mastery through authentic, real-world applications. The teacher candidate will use the AI tool, Microsoft Copilot, to design and plan his or her project to include in the presentation. This is the only AI tool approved for this assignment. The project must include clear instructional steps, assessment criteria, and a grading rubric with point values for each criterion. The candidate must include at least 2 sources cited in APA format. (CLO: A, D, 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, and 5) comprehension.  This will prepare him/her for evaluating student outcomes for his/her edTPA assessment during Student Teaching. (CLO: A, D, E).

Using the literacy-based scenario information, archived data, and current evidence-based research, the teacher candidate will complete a best practices research project. The teacher candidate will address at least one of the five 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, B, C, D, E).

The quizzes will cover the textbook material for the assigned Modules: Weeks. Each quiz will be open-book/open-notes, contain 25 multiple-choice and true/false questions, have a 30-minute time limit, and allow 1 attempt. (CLO: A, B, C, D, E, F).