• Next sessions:
  
  EDUC 744 949 June 16-August 10, 2008
  EDUC 744 949  October 6 - December. 12, 2008
  
• 3 graduate credits
• Online - no travel to campus required

Description
Analysis of assessment practices and accountability systems. Role of standardized tests and differentiated classroom assessment in balanced assessment. Interpreting assessment results and communicating student learning to stakeholders. Best practices to promote learning.

Comments from Past Participants

Wisconsin Standards for Teacher Development and Licensure
WI DPI: 3, 6, 8
Wisconsin Standards for Administrator Development and Licensure WI DPI: 3

Overwhelmed by accountability mandates? Teachers today, in the face of public accountability debates, have come to question classroom assessment practices and the role standardized testing plays in making curricular decisions.

Participants will be challenged to become assessment-literate practitioners in order to broaden their range of assessment options and use of data to improve student learning. This course will examine current assessment practices and the balance needed between standardized and classroom assessments to inform decisions regarding student learning and curriculum design. Participants will learn about various forms of assessment, how to interpret data in order to use and communicate results, investigate misuses in testing practices, evaluate and practice using strategies for differentiating assessment to meet the needs of all learners.

Conducted online with no face-to-face class sessions, you may participate using your home or school computer without having to drive to campus.

You will connect to learning modules and class discussion via the World Wide Web and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via e-mail or presented via the online discussion board or course dropbox. Instructor/peer comments will be available through discussion groups or sent by e-mail.

There is no required textbook. Readings and lectures will be available online within the text of each module.

Learning Outcomes
At completion of the course, students will:

1. Analyze research-based practices for promoting assessment for learning.
2. Evaluate and select various forms of assessments using recognized criteria and professional references and apply current research about interpreting data and communicating results.
3. Demonstrate an understanding of the role assessments play in guiding classroom and district decisions regarding special placements, curriculum design, or systemic problems.
4. Analyze misuses and controversies in assessment practices that address student differences
5. Demonstrate ways to utilize assessments results to explain scores to stakeholders.
6. Develop varied assessments to demonstrate mastery of the same essential concepts in different ways
7. Synthesize the relationship between daily assessment and improved student learning and examine how lessons can be modified based on assessment information
8. Demonstrate appropriate planning considerations, guidelines, and procedures to establish a positive learning environment for assessment experiences
9. Demonstrate use of  quality tools in the classroom

Content Outline

Course Introduction
Need for assessment-literate teachers
Today’s accountability climate and its impact on schools

Assessment Literacy
Types of assessment
Purposes of assessment
Understanding standardized tests

Using Standardized Assessment Data to Inform Teaching
Potential pitfalls of standardized achievement tests
Understanding and communicating scores to stakeholders

Types of Classroom Assessments
Informal Assessments
Selected Response Items
Constructed Response Items
Performance-Based Assessment Tasks
Affective Surveys

Creating Quality Classroom Assessments
Unpacking Standards
Tiering Assessments
Creating Good Test Questions

Grading and Assessments
Grading Scales
Gradebook Formats for Differentiation
Rubrics
Reporting Grades
Issues

Using Quality Tools and Class Charting
Run chart
Scatter diagram
Control chart
Histogram
Pareto chart

Implementation of Ongoing Assessment

Prerequisites:
Hardware and Software Requirements

NOTE: Access to Microsoft Office recommended. 

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

All projects will be exchanged by e-mail and the course Dropbox, and your instructor will provide feedback, suggestions and comments by reply e-mail and the Dropbox feedback.

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor
Judy Mitschelen - background information

Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online early. Check out the list of additional online courses .

For additional information, e-mail your comments or questions to:

Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385

Introduction Activities
After you are enrolled, complete the orientation activities. Review the Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .