Teacher Candidates explore principles of formative and summative assessment using grade level expectations, best grading practices, technology platforms, and individual education plans as tools. Participants will design assessments with individual needs of students in mind. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Prerequisites
Teacher Education BAS Program Admittance; Concurrent enrollment in EDUC 395
Course Outcomes
- Align instructional methods and learning targets with assessments with standards.
- Learn to effectively utilize state, district, and/or classroom assessments in ways that are culturally and trauma informed and responsive.
- Design and utilize multiple diagnostic, formative, summative, and self-assessment strategies to assess and evaluate student growth and learning.
- Analyze assessment results to reflect on and evaluate instructional effectiveness, determine impact on student growth and learning, and adjust instruction/intervention.
- Utilize assessments, including rubrics, to promote student understanding of quality work and to build student capacity to improve self-reflection through peer feedback, evaluate progress, and set goals.
- Modify assessment practices so that students with exceptional needs can demonstrate mastery of concepts in alternative ways.