Course Abstract Details

EDUC-205, Assessment for Reading Instruction

Credits: 3

Course Description

EDUC-205, Assessment for Reading Instruction, is designed to assist in-service teachers in becoming proficient consumers and users of classroom-based assessments and assessment data. Instruction will focus on building knowledge of the purposes of assessment, types of assessment tools, how to administer and use several valid, reliable, well-researched formal and informal assessments of reading and related skills, how to effectively interpret the results of assessments, and how to communicate assessment results in a variety of contexts. Participants will show that they can use assessment data to guide instructional decisions. Prerequisite: Students must hold a baccalaureate degree. Three hours lecture each week. Three credits. Three billable hours. MSDE approved for Assessment of Reading.

Course Objectives and Grading Information

COURSE OBJECTIVES: Upon completion of this course, students will be able to:   

1. use a variety of assessment techniques, processes, and instruments. Participants will demonstrate knowledge of: (GE 1, 2, 3, 4, 6, 7; PG 1, 2, 3) 

a. the use of on-going, daily assessment for appropriate instruction for all students and particularly at risk students 

b. the use of assessment for different purposes: to monitor growth, to assess achievement, to diagnose difficulties, to adjust instruction, and to evaluate student performance 

c. technical issues of validity, reliability, and equity for using and interpreting literacy assessments 

d. the kinds of information provided by a range of literacy assessments, such as norm-referenced tests, criterion referenced tests, and informal (responsive) assessment tools, including at least the following: guided observations, anecdotal records, interviews, journals, and classwork; reading inventories and miscue analysis; performance assessment, such as MSPAP and portfolios; student-self appraisal strategies; creative works in the arts 

e. how to choose and administer assessments for various aspects of literacy, including at least the following: language proficiency, concepts of print, phonemic awareness, letter recognition, sound/symbol knowledge, word recognition, spelling, writing, reading fluency, and oral and silent reading comprehension. 

f. scoring and reporting procedures for a broad range of literacy assessments   

2. use data from state, local, and classroom assessments of reading to make educational decisions. Participants will demonstrate knowledge of:(GE 1, 2, 3, 4, 6, 7; PG 1, 2, 3) 

a. standards and benchmarks for emergent, developing, and fluent readers 

b. how to interpret results from a variety of assessments, both formal and informal (responsive) for designing literacy instruction 

c. recognition and analysis of data patterns 

d. instructional procedures/strategies for individuals and groups based upon assessment data 

e. how assessment informs instruction, including at least the following: choice of instructional method, selection of materials, using flexible grouping patterns, and moving children toward independent reading 

f. how assessments reflect school and individual progress over time 

g. the characteristics of an assessment instrument that contribute to fairness and consistency 

h. the aspects of administration of assessments that contribute to fairness and consistency 

i. the aspects of interpreting assessment results that contribute to fairness and consistency 

j. the ethics of assessment (e.g., test security, student sharing of answers) 

k. using converging evidence to verify the reliability of an assessment 

l. the importance of reflecting on reading assessment data (individuals and group) to improve student performance   

3. use effective techniques for reporting assessment results to parents and school personnel. Participants will demonstrate knowledge of:(GE 1, 2, 3, 4, 6, 7; PG 1, 2, 3) 

a. appropriate assessment terminology 

b. the use of technology in communicating assessment results 

c. translating technical concepts into concrete and clear language 

d. the limitations of different formal and informal (responsive) assessment techniques      

Learning Goals

The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study:

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