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Assessment to Improve Student Learning

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Graduate Credit: 3 Semester Course

Format: Print & DVD

Tuition: $495 / group rate $455

Registration Deadline: November 19, 2010

Complete by: January 31, 2011

Course #: EDUC-6921

Grades:

10 weeks after receipt of coursework

Gain a fresh perspective on student assessment with this graduate-level course that reveals how assessments can be a vehicle both to measure and to improve student learning. You’ll begin the course with an overview of the role assessment plays in the teaching and learning process and its impact on student motivation. You’ll then explore the variety of ways to assess your students, including pencil-and-paper, performance, and portfolio assessments. Methods for aligning your assessment with curriculum and standards will also be discussed, as will effective ways to report student progress with key stakeholders.

Complete the course with the confidence and knowledge to draw from a wide range of proven assessment tools and strategies that create a true picture of learning and a path to greater achievement for all students.

Teaching Tangibles

Identify ways to involve students in the assessment process.
Use the curriculum-and-assessment design process to develop lessons and units for your teaching practice.
Identify and take steps to minimize various forms of test bias.
Analyze a performance assessment, and cite evidence of the key characteristics of effective performance tasks.
Create rubrics that provide both you and your students with clear criteria for student performance.

Download a course fact sheet to share with your supervisor, principal, and other teaching colleagues who may be interested in learning more about Canter graduate courses. The overview includes a description of the course as well as information on:

A course description
Course topics and outcomes
Course assessment criteria
System requirements (online format)
Featured education experts
Accredited partner universities

Richard Stiggins, Ph.D.

Dr. Stiggins is the founder and president of the Assessment Training Institute. The institute serves educators, policymakers, and state departments of education. He is the author of the award-winning book, Student-Involved Classroom Assessment.

Jay McTighe, M.Ed.

Mr. McTighe is the former director of the Maryland Assessment Consortium, a group of school districts exploring innovative assessment techniques. He also consults with districts nationwide. Mr. McTighe is the co-author of Assessing Student Outcomes.

Robert Marzano, Ph.D.

Dr. Marzano serves as a senior scholar at the Mid-continent Regional Educational Laboratory (McREL), where he translates research and theory into practical applications for schools and teachers. Additionally, he is a professor at Cardinal Stritch University, where he teaches research methodology and learning theory in the doctoral program. Dr. Marzano’s list of publications includes A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms; and Designing a New Taxonomy of Educational Objectives.

The following course materials are included in the cost of tuition and will be delivered directly to you:

Study Guide: Assessment to Improve Student Learning
DVD: Assessment to Improve Student Learning
Textbook: Assessing Learning in the Classroom, by Jay McTighe and Steven Ferrara
Course information packet

Prerequisite

This is a graduate-level course; therefore, you must have a bachelor's degree or above to enroll and receive credit.

Earning Graduate Credit

Total coursework for this course is equivalent to a 45 contact-hour course. Graduate credit will be issued when you successfully complete the following course requirements:

Collaborate with study partner(s) (Print & DVD format only).
Collaborate with colleagues through discussion boards (Online format only).
View video segments.
Complete required text/journal readings, assignments, and the final paper.

Course Completion Deadline
Print & DVD format: coursework must be postmarked on or before January 31, 2011
Online format: coursework must be submitted online on or before January 31, 2011