Targeting Aims –

edd524

(1 credit)

This course is designed to explain how Arizona's Instrument to Measure Standards (A.I.M.S.) is used to assess students' knowledge and skills in relation to the Arizona Academic Standards. Individuals taking this course will be provided with a brief historical background of the development process used to create A.I.M.S. and procedures used to validate the assessment. The assessment will be explained in terms of the type of test items, grading procedures, and required cut-scores. The rubric used to grade student writing samples, known as the six-trait analytical writing rubric, will also be presented to assist teachers in integrating this rubric into their daily writing activities. Instruction will be provided showing how to integrate Arizona's Academic Standards for students into lesson plans and to create simple assessments to evaluate these standards. This is an Arizona-specific course.

This graduate-level course is weeks. To enroll, speak with an Enrollment Advisor.

Topics and Objectives

Arizona Student Academic Standards
- Examine how the Arizona Student Academic Standards were developed and their role in the design of K-12 curriculum.
- Examine the hierarchal structures of the Arizona Student Academic Standards in terms of identifying standards, constructs, levels, and performance objectives.
- Demonstrate how to locate and identify performance objectives for any given standard, construct, and grade level.
- Examine how Arizona's Instrument to Measure Standards (A.I.M.S.) was designed to assess students' ability to meet the Arizona Student Academic Standards.
Basic Test Development Procedures
- Examine the general principles of test development.
- Examine basic requirements to establish assessment reliability.
- Examine basic requirements to establish assessment validity.
Interpreting A.I.M.S. Scores
- Examine the difference between raw and scaled scores and the advantages of using scaled scores for test interpretation.
- Apply the most commonly used methods of test interpretation as presented to students, teachers, administrators, and parents.
- Examine the form at for reporting A.I.M.S. test scores to students, parents, teachers, and school administrators
- Interpret A.I.M.S. test scores in order to suggest possible changes to classroom or school curriculum in order to improve student academic achievement.
Preparing Students to Take the A.I.M.S.
- Examine ethical considerations in preparing students for high-stakes assessments.
- Explain how curriculum and/or instructional methods can be modified based on A.I.M.S. test score analysis.
- Examine how to improve student academic achievement through analysis of A. I. M. S. test scores.
Rubrics Used to Grade A.I.M.S.
- Examine how rubrics are developed to evaluate assessment results.
- Identify the rubrics used to assess A.I.M.S. results.
- Examine the six-point analytic writing rubric used to assess A.I.M.S. test items requiring a written product from examinees.
- Examine the partial-credit model used to assess mathematics items on the A.I.M.S. assessment.

The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Advisor.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

Targeting Aims –

edd524

Arizona Student Academic Standards

Basic Test Development Procedures

Interpreting A.I.M.S. Scores

Preparing Students to Take the A.I.M.S.

Rubrics Used to Grade A.I.M.S.

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