rdng511 | Graduate
This graduate-level course is 4 weeks To enroll, speak with an Enrollment Representative.
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Evaluating and Guiding Curriculum and Instructional Planning with Assessments; Implementing a Balanced Assessment System
- Evaluate the organization and use of a school-wide multi-tiered model for intervention, such as response to intervention (RTI).
- Explain the purpose and process of progress monitoring.
- Identify the components of a comprehensive balanced assessment system.
- Describe ways in which reading assessments can be used to evaluate and influence curriculum and instructional planning.
Diversity, Differentiation, and Ethical/Legal Considerations in the Assessment Process
- Analyze critical issues related to diversity and assessment.
- Analyze assessment modifications and accommodations for English language learners and diverse learners.
- Explain how the Family Educational Rights and Privacy Act (FERPA) relates to assessment.
- Analyze ethical and legal issues in assessment.
Overview of Reading Assessments
- Summarize the role of assessment in reading instruction.
- Compare and contrast formative and summative assessments.
- Define basic concepts and terms related to assessment.
- Identify the assessment policies for your classroom, school, district, and state.
Informal and Formal Reading Assessments
- Compare and contrast formal and informal assessments.
- Identify the purposes and characteristics of informal reading assessments.
- Identify informal reading instruments that assess the following areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- Describe ways in which informal reading assessments can be used to guide or monitor student progress and evaluate instruction.
- Identify the purposes and characteristics of norm-referenced and criterion-referenced assessments.
- Describe instructional strategies and methods to help prepare students for standardized assessments.
- Interpret and communicate standardized assessment results.
- Identify formal assessments that assess the following areas of reading: phonemic awareness, phonics, fluency, vocabulary, and instruction.
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