Planning and Implementing Effective Classroom Assessment
- Online and asynchronous
- This course will require between 7-10 hours of work per week
- Workload Rating: Standard
Required Textbook
Klinger, D. A., McDivitt, P. R., Howard, B. B., Munoz, M. A., Rogers, W. T., & Wylie, E. C. (2015). The classroom assessment standards for PreK-12 teachers. Kindle Direct Press.
This book is available to purchase from:
- amazon.ca (Kindle)
Course Description
The assessment of learning and achievement is a global phenomenon. Over the last 2 decades, there has been considerable research demonstrating how well-conceived assessment can be a powerful force both in supporting learning and as a mechanism for individual empowerment. Yet, no matter how clearly assessment policies are defined, how concisely strategies for implementing assessment are described, and how many sample instruments are available for adoption or adaptation, the planning and implementing of assessment in classrooms continues to be a complex “wicked problem.”
Learning Outcomes
The primary learning outcomes for GDE/PME 827 are to:
- Review critical concepts foundational to the theory and practice of classroom assessment
- Examine theories that underpin contemporary assessment practices
- Explore the complexity of planning and implementing classroom assessment
- Develop the competencies necessary to become a school leader in classroom assessment
- Examine the issue of quality in classroom assessment through the concepts of validity, reliability, and fairness
Assessments
Summarizing Effective Assessment Practices
Module 1 - 25%
Assessment Dilemma and Evidence-Informed Approach
Module 2 - 30%
Group Critique of an Assessment Policy or Task
Module 3 - 25%
Participation and Engagement in Discussion Boards Introductory Module post
Introduction (5%)
Module 1 post: Rubrics (5%)
Module 2 post: Case Study (5%)
Module 3 post: Reflection on JCSEE CAS (5%)
Overall - 20%
How does this course support learners outside K-12 teaching contexts?
The principles of classroom assessment can be applied across diverse educational and professional contexts. Course content, learning activities, and assignments are relevant for any professionals interested in data-informed improvement.
Each student’s professional practice and goals are unique. We highly encourage students to reach out to their course instructors at the start of the term to discuss the relevance and application of course learning and assignments to their own learning goals and context of practice.