www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Instructional Planning and Assessment
- Sample 2021
- Section SAMPLE
- 3 Credits
- 09/15/2021 to 07/29/2100
- Modified 09/15/2021
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Explores current theory and practice regarding assessment including formal, standardized, and informal tests and inventories; selection, evaluation and interpretation of tests used in educational settings; preparation and use of teacher-made tests; and utilizing data to improve instruction.
EDUC 220 Educational Psychology
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
- Understand the various facets of student learning and its relationship to assessment and instructional decision-making via guiding principles, balanced assessments, and program monitoring.
- Understand the wide range of assessment types, limitations and how the results can be used to diagnose students’ learning needs, align and modify instruction, and design teaching strategies.
- Understand measurement theory, validity, reliability, scoring and the influences of diversity and disabilities.
- Know guidelines for assessing and methods for monitoring the progress of individuals with disabilities.
Serving the Community
- Understand the impact of meeting the needs of children with disabilities and other diversity challenges (e.g., language, culture) on families, friendships, and the community.
- Develop assessment relevant to life skills domains (domestics, recreation/leisure, vocational, and community).
- Demonstrate the ability to interact with colleagues, parents, and community members in a professional manner when communicating information about assessment and student achievement.
Finding Our Professional Selves
- Select, construct and evaluate a variety of assessments, formal – authentic and standardized and informal.
- Demonstrate continuous development of assessment strategies and how they can be used to support effective learning for all students.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, the candidates will:
- IPTS (I – 1H, 3D, 3J, 3M , 5D, 5G, 5H, 5J, 5P, D – 6K,7D, 7G, 7I, 7J) be able to use assessment data to determine the students’ learning needs for instruction alignment and modification
- IPTS (I – 3A, 3B, D – 3I, 7B) understand the relationship between lesson planning objectives and assessment in the curriculum development process
- IPTS (I - 3L, 5D, 6H, 6J, 6K) create and plan appropriate assessments for multiple content areas
- IPTS (I – 1F, P – 7C) understand measurement theory and assessment-related issues, such as validity, reliability, bias, and appropriate and accurate scoring
- IPTS (D – 7A) understands the purposes, characteristics, and limitations of different types of assessments
- IPTS (I – 4H, 7Q D – 7 E, 7F, 7K) be able to implement formal and informal assessments for the purpose of measuring an individual student’s understanding, progress and performance as well as that of the whole class
- IPTS (I – 7L) know how to help students become responsible for their learning by involving students in self-assessment activities
- IPTS (I – 7M, 9J) have the knowledge on how to maintain useful and accurate records of students’ work and performance
- IPTS (I – 7N, 7P, 8C) be able to communicate to students, parents and colleagues the students’ progress knowledgeably and responsibly and collaborate with families and other professionals involved in the assessment of individuals with disabilities
- IPTS (I – 7O) be able to use technology to conduct assessments, monitor and assess student progress; and interpret the results
- IPTS (I – 3E, 7H, 7R) know how to select and implement assessment strategies and devices that are nondiscriminatory and sensitive to disabilities, methods of communication, cultural backgrounds and primary language as relating to measuring knowledge and performance of students
Illinois Professional Teaching Standards
Introduced 1F, 1H, 3A, 3B, 3D, 3J, 3L, 3M, 4H, 5D, 5G, 5H, 5J, 5P, 6H, 6J, 6K,7H,7L, 7M, 7N, 7O, 7P,7Q, 7R, 8C, 9J
Developed 3I, 7A, 7B,7C, 7D, 7 E,7F, 7G, 7I, 7J,7K
1. Class Attendance and Participation Course outcomes 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Class attendance is required. The majority of class session involves class interaction and candidate presence is essential if course objectives are to be achieved. Candidates are required to read all assigned readings as given on the attached course outline so that they can successfully participate in class interactions. A maximum of two absences will be permitted before the candidate’s grade will be affected. Each absence beyond two will result in a reduction of a minimum of one point from the final grade. A candidate may make up an assignment only if the instructor is advised of the absence before the scheduled time.
2. Mini Unit and Performance Assessment Course outcomes 2, 3, 5, 6, 11
Candidates will create a mini unit of study using the Understanding by Design Model that results in a performance assessment. The lesson plans will follow the USF lesson planning format. The performance assessment will include a rubric/scoring guide to be used with the performance assessment. More information regarding this assignment will be given throughout the course. A rubric will be used to grade the Mini Unit along with the performance assessment and rubric. Detailed instructions and a rubric will be provided.
3. Chapter Test Creation Course outcomes 2, 3, 4, 5, 6, 11
Using the curriculum lab in the library, students will create a Chapter test for a chapter of their choosing from a Science or Social Studies text. The chapter test will include a variety of questions to include:
- Multiple Choice/Matching (min 10)
- True/False (min 5)
- Fill in the Blank (min 10)
- Essay/Open-ended Response (min 3)
The questions should test the entire chapter of study. The questions should cover all levels of questioning mentioned in Bloom’s Taxonomy. The questions will be labeled as to which level of questioning they fall under. The test should include an answer key along with a grading/scoring guide for the opened ended response and essay questions. A rubric will be given to assess the Chapter Test Creation assignment.
4. Analysis of Student Work Course outcomes 1, 3, 4, 5, 6, 8, 10, 11
In today’s data-informed educational world, one of the skills teachers need is to be able to interpret assessment results and use those results to better their instruction. You will be given a list of assessment results from a chapter test and asked to put them in a graphic form. You will need to interpret student strengths and weakness and make recommendations from them. Explicit directions and a rubric will be provided.
5. Portfolio Course outcomes 5, 7
We will be keeping a working portfolio for this class as we go through the semester. You will be told what activities need to be kept in your class folder. At the end of the course, we will look back, reflect, and share our growth. Explicit directions and a rubric will be provided.
6. Graduate Assignment Course outcomes 3, 4, 5
Pamphlet of Personal Communication Strategies. Design a brochure describing at least 5 personal communication strategies teachers may use as a resource for their classroom. Details and a rubric will be forthcoming
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Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
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