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Sep 07, 2024
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EDU 5260 - Principles Of Assessment And Differentiation In The Adolescent Classroom
credits: 3.0
Candidates examine various forms of informal and formal assessments and formative and summative assessments and their use as a means of informing teacher practice and monitoring student growth in an adolescent classroom. Candidates will develop various formative and summative assessments and demonstrate the ability to analyze assessment data in order to differentiate instruction. Objectives: A) Explain the difference between informal and formal assessments and formative and summative assessments; B) Describe the role of formative assessment in informing teacher practice, differentiating instruction and monitoring student growth; C) Develop a variety of formative and summative assessments; D) Design differentiated transfer tasks in order to assess student learning; E) Analyze sets of assessment data to inform and differentiate instruction in the middle and high school classroom; F) Monitor student progress using various informal assessment tools and make informed decisions with respect to differentiating instruction to meet student academic needs; G) Create an effective progress monitoring report of students’ academic progress. Method of Instruction: Lectures, Discussions, and Readings. Method of Evaluation: Examination-100 pts; Three original formative assessments specifically developed for use in candidate’s content area (100 points each)-300 pts; Two original summative assessments specifically developed for use in candidate’s content area (100 points each)-200 pts; Design and model the use of two differentiated tasks in order to assess student learning (50 points each)-100 pts; Plan to differentiate instruction based on analysis of multiple sets of a class assessment data (developed in class with peers and instructor)-100 pts; Progress Monitoring Report: Analysis of a set of informal student data over time to monitor student progress determine a plan for differentiated instruction-100 pts.
Co-Requisite(s): with EDU 5202 , EDU 5232 , and EDU 5242 .
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