Middle Education 512

EDME 512
Assessing Student Learning

1. Catalog Entry

EDME 512
Assessing Student Learning

Credit hours (3)
Prerequisite: Admittance to Teacher Preparation Program

Becoming knowledgeable and skilled in assessing learning are critical components in providing effective instruction and improving student learning.  The purpose of this course is to engage the pre-service middle level teacher in studying and practicing a variety of formative and summative assessments
2. Detailed Description of Course

Prospective middle level teachers will begin by looking at their personal histories in terms of tests.  From this point they will learn how to use and construct a variety of assessments.  These include, but are not limited to, performances, oral presentations, essays, portfolios, rubrics, retellings, tests, etc.  They will learn how to give oral and written feedback on tasks and practice fairness in grading and reporting.  A primary focus will be on learning how to do formative assessment before the final summative assessment.

3. Detailed Description of Conduct of Course

The course is taught in conjunction with the student teaching experience.  Initially students will use lessons from the previous semester to examine ways they could provide feedback and construct other assessments.  As they become more immersed in teaching, they will start designing assessments for their new lessons. During the course, student-developed materials will be shared for discussion and revision.  The course will include guest speakers, videos, lecture, and use of technology.

4. Goals and Objectives of the Course

Having successfully completed this course the student will be able to:
    1) Re-examine strengths and limitations of multiple choice, true/false, completion, short answer and essay tests;
    2) Explain the importance of test reliability and validity;
    3) Differentiate between praise, judgment, and what constitutes meaningful feedback to learners;
    4) Give substantive timely oral and written feedback to students;
    5) Design appropriate rubrics for assignments he/she plans;
    6) Provide formative feedback to increase student learning;
    7) Plan at least two alternative assessments for lessons;
    8) Create a variety of summative assessments as a part of planning;
    9) Review fair grading practices and reporting to parents; and
    10) Conference with parents on student progress including student-led conferences.

5. Assessment Measures

The instructor will model assessment measures students are expected to develop.  Student-created assessments such as rubrics, feedback, and summative assessments, will be used for in-class discussions before final forms are designed.

6. Other Course Information


Review and Approval

May 11, 2015