nti504 | Graduate

Assessment And Evaluation

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This module will empower new teachers to effectively integrate formative and summative assessments into units and lessons, utilizing data-driven decision making.

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

Course details:

Credits: 0
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Data-Based Instructional Decisions for Extension

    • Develop an instructional plan that includes differentiated instructional strategies for extension.
    • Apply DuFour’s fourth essential question for learning (How will we respond if students already know it?) to assessment development.
    • Utilize student data analysis to provide effective feedback.

    Review

    • All objectives apply.

    Assessment Approaches

    • Analyze the differences between formative and summative assessments.
    • Discuss the role that assessment plays in backward design for learning.
    • Examine DuFour’s four essential questions for learning and how they guide assessment planning and design.

    Setting Assessment Goals and Expectations

    • Apply DuFour’s first essential question for learning (What do we expect students to learn?) to assessment development.
    • Explore the role that Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK) have in assessment and development.
    • Create learning goals that align to key targets and standards (e.g., SMART goals).

    Developing Meaningful Assessments

    • Apply DuFour’s second essential question for learning (How will we know if students are learning?) to assessment development.
    • Create relevant and rigorous assessments based on learning goals.
    • Establish assessment criteria in order to determine students’ level of mastery.

    Data-Based Instructional Decisions for Intervention

    • Apply DuFour’s third essential question for learning (How will we respond if students do not learn it?) to assessment development.
    • Analyze student data to identify trends or patterns.
    • Develop an instructional plan that includes differentiated instructional strategies for intervention.
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