mte513 | Graduate

Evaluation And Data Literacy

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This course focuses on utilizing effective assessment practices to guide instruction. The fundamentals of assessment, including standardized, formative, summative, and performance assessments and their uses will be discussed. Teacher candidates will effectively analyze and evaluate test and performance data to communicate data results ethically and determine learner needs. Additionally, the purpose, methods, and reporting of evaluations are explored.

This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Assessment: Purpose and Types

    • Describe ways personal bias and student diversity can influence your assessment decisions.
    • Differentiate between the types and purposes of assessment.
    • Differentiate between formative and summative assessment.
    • Examine reliability and validity of objective tests, portfolios, performance assessments, and standardized testing.

    Standards, Objectives, and Differentiation

    • Analyze the use of assessment for learner growth and accountability.
    • Align assessment to standards and objectives.
    • Apply principles of differentiation to assessment.
    • Explain the importance of documenting assessments, observations, and interventions.

    Engaging Students in Assessment

    • Examine a variety of strategies for communicating timely, effective, and descriptive feedback to students.
    • Evaluate ways learners can access their own learning and set their own goals.
    • Justify the use of appropriate strategies to engage learners and guide them to reflect on their own learning.

    The Use of Assessment

    • Describe the importance of regularly monitoring, documenting, and reporting student data and progress.
    • Examine the role ethics play in the use of assessments and assessment data.
    • Examine the appropriate and inappropriate uses of assessment results in instructional planning.
    • Evaluate strategies for collaborating and communicating assessment results with a variety of stakeholders.
    • Examine the Federal Education Rights and Privacy Act as it relates to assessment.

    Data-Driven Decision Making

    • Propose data-driven lesson plans for differentiated remediation.
    • Analyze assessment data to understand patterns and gaps in learning, guide planning and instruction, and provide meaningful feedback to all learners.
    • Analyze the response to intervention theory and model.
    • Interpret response to intervention assessment results to determine appropriate interventions.
    • Describe best practices for assessment modifications and accommodations for special education students and English language learners.

    Evaluations of Curriculum and Instruction

    • Analyze strategies for evaluation of curriculum.
    • Analyze strategies for evaluation of instruction.
    • Examine the benefits and implications of working with a collaborative team to engage in curriculum development, planning, and reflection on practices.
    • Apply a variety of data to evaluate the success of a lesson and plan for differentiated remediation.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

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    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 Representative.

    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.