May 17 - June 25
Classroom tests and assessments are an essential part of the instructional process. When properly done, they can effectively evaluate and enhance Teacher Candidate’s (TC) learning and teachers' instruction. When poorly done, they can confuse and alienate students, distort the curriculum, and hinder good instruction. Test scores and grades sometimes affect "high-stakes" decisions about students, prompting intense concern regarding accuracy and fairness. New trends in educational measurement are also causing educators to rethink assessment. For example, to what extent, if any, should individual teachers or schools shift from traditional tests and grading systems to "authentic" assessment portfolios and performance-based assessments of student work? Testing and assessment is not only important, but when done correctly, it links the general instructional objectives to specific learning outcomes that can be assessed to show student performance and curriculum vitality for all grade levels. Recognizing the link between good assessment and good instruction, the profession has adopted standards for teacher competence in educational assessment. This course is designed to help teacher candidates meet those professional standards. It is also designed to help teacher candidates understand the many forms of good classroom assessment. This course addresses differentiation for various populations: gifted, general education, special education, and SEI students.
- 60 Professional Development Points: $540
- 3 Graduate Credits:
- PEDD 9173 University of the Pacific: $875
- PDED 501ID Southern New Hampshire University (SNHU): $955
- EDU 6130 Ashland University: (register and pay the university directly) $1050