This course will deal directly with the issue of integrating instruction with assessment, or what has been popularly referred to as "teaching to the test." The paradigm featuring assessment of learning will be flipped over to reveal assessment for learning.
The focus will be on creating the skills necessary to make classroom exercises and activities so compelling and powerful that the two separate fields of instruction and assessment will merge into a single domain (Bond, 2006). Teachers will begin instructional planning, with the end (assessment) in mind, by identifying the desired results and competency targets as related to their specific subject and grade level. Teachers will address how evidence is gathered through a variety of formal and informal assessments to effectively gauge student performance (Wiggins, McTighe, 1998). Related issues such as classroom management, motivation and test anxiety will be addressed. Alternative methods of assessment will be introduced and incorporated into practical and classroom-friendly activities.
Carlow University ED 635 • Madonna University EDU 5960.29 • Notre Dame College ED 626 D • The College of Saint Rose EDC 698
The required text for this course is Assessment as Learning: Using Classroom Assessment to Maximize Student Learning by Lorna Earl. 978-0-7619-4626-7
**The textbook for this class is currently available for free to enrolled students. We have limited copies available so if you'd like one, get in touch with us as soon as possible.
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes, and 60 hours of professional development credit for online classes.
Session/Module 1: A Reintroduction to Assessment
Session/Module 2: Standards and Benchmarks
Session/Module 3: Standardized Tests
Session/Module 4: Identifying and Understanding Test Anxiety
Session/Module 5: Steps Toward Eliminating Test Anxiety
Session/Module 6: Comparing Alternative project-based/qualitative) with Traditional Assessment
Session/Module 7: The Role of Rubrics
Session/Module 8: Utilizing Portfolios
Session/Module 9: Organizing Instruction Based on Assessment
Session/Module 10: Incorporating Technology/Final Exam
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.