This course examines assessment principles related to classroom assessments. Large-scale, classroom, and norm-referenced assessments will be addressed. Discussion topics include assessment development, measurement goals, formative and summative processes, feedback and feedback use, and the relationship between assessment and “rigor.” Students (teachers) will learn how classroom assessment practices relate to the goals they have for their students, and how assessments relate to and influence other important learning factors (such as motivation, grading, goal-setting, curriculum development, lesson planning, and communication with parents). For their final project, students will design a classroom assessment and grading system they plan on implementing in a future classroom.
Prerequisite(s): EDUC 5130 Becoming a Reflective Practitioner and EDUC 5140 Instructional Practice and Curriculum Design or approval of the M.Ed. program director.
In this course, students will focus on the practices of reflecting upon their own teaching in order to, ultimately, improve classroom instruction and better serve the needs of the students. Students will explore the history of reflective practice, the research that supports it, and the benefits of engaging in reflection. In-service teachers will set growth goals, solicit feedback from students and colleagues, and engage in intentional reflective practice strategies to identify strengths, weaknesses, and potential paths for increased teaching success. Course activities may include: completing a self-assessment and growth plan, gathering student feedback, analyzing student data, journaling, observation, video analysis, and creating colleague-coaching relationships.
Prerequisite(s): Admission to the M.Ed program.
Students will develop a philosophical base and the skills needed to discuss and analyze curricula and curricular issues in a school setting. A course project using these skills and perspectives will serve as the launch of the action research project. By the completion of this course, participants will identify a problem, create a research proposal, and choose a research coach.
Prerequisite(s): EDUC 5130 Becoming a Reflective Practitioner.