Syllabus

Master of Science in Education

EDU 741: Literacy Assessments as Teaching Tools – Fall B 2017

Credits - 3

Description

This course focuses on the use of assessments in determining a student’s reading and/or writing skills. Teachers will examine, create, evaluate, and reflect on a variety of literacy assessments as they are directly connected to data-driven instruction and student literacy achievement. Each course module will engage teachers in becoming familiar with a range of assessments and how to use the data from these assessments in developing lessons and activities that will allow students to learn subject content as well as develop and deepen literacy skills. Teachers will be engaged in the research around assessments and instruction based on assessments to meet the needs of diverse learners. 

Materials

Learning Objectives and Outcomes

For each course in this program there are overall course outcomes. In each module there are weekly learning outcomes. These are specified at the beginning of each week’s introduction.

Course Outcomes	INTASC STANDARDS	ILA STANDARDS
Students examine literacy assessments readily available for the classroom and implement the assessments to determine student literacy skills.	Standard 6 (a,g, j,k)	Standard 3: Assessment and Evaluation
Students read and analyze current research by reading professional journals.	Standard 10 (f,h) Standard 9 (b,d, e)	Standard 6: Professional Learning and Leadership
Students develop a literacy assessment plan for an individual student.	Standard 6 (a,b,g,h,j,k,o,p, v) Standard 7 (d)	Standard 3: Assessment and Evaluation
Students explain assessment principles and justify the use of various assessments within a variety of contexts.	Standard 6 (a,b,g,h,j,k,l,m,o,p, q, t, v)	Standard 1: Foundational Knowledge
Students analyze and use assessment data to guide literacy instruction.	Standard 6 (g,l,m,o,r, t, v) Standard 7 (d, e,k,l)	Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation
Students are active and contributing members of a collaborative learning community to learn new content and further understanding about the foundation of literacy for all students.	Standard 10 (a,b,e,f,g,h, n, o, r, s, t)	Standard 6: Professional Learning and Leadership

Assignments

Whole Class Discussion Board: Introduction: Engage with your classmates in an initial discussion about literacy assessment while also introducing yourself. Once you post your response to the prompt you are to respond to posts made by at least two classmates.

Assessment Glossary Entry and Reflection: It is important to understand the various types and uses of literacy assessments in order to take a more thoughtful and effective approach to using these assessments in classrooms. In Weeks 2 and 3 you will contribute an overview of a literacy assessment to the class Assessment Glossary Wiki. In addition to your glossary entry, you will write a short reflective essay on an assessment you learned about.

Student Assessment Administration, Small Group Work – Assessment Discussion, and Reflection on Student Assessment Administration: In Weeks 4, 5, and 6 you will choose from a selection of literacy assessments to implement with a student (or students) that week. You will then work within a small group to examine the assessment you administered, analyze the results, and make recommendations for instruction based upon the data shared. At the end of each week you will write a reflective narrative in which you consider your professional growth as it relates to administering and analyzing the week’s assessment.

Comprehensive Assessment Plan and Rationale: For the culminating assignment, you are to consider how the assessments you have learned about in this course shape your current assessment practices. Using new learning, the independent research you conducted, course readings, and resources cited in class discussions, complete this two part assignment. You will develop a Comprehensive Assessment Plan for a classroom of your choice and write a research-based rationale in which you justify the choices you made in your plan.

Whole Class Discussion Board: Comprehensive Assessment Plan Presentation: Using the presentation tool of your choosing, you will prepare a 5-minute narrated briefing of your assessment plan. You will share your presentation with classmates and engage in a discussion about one another’s findings and insights.

**The University of New England provides students, staff and faculty with free access to RefWorks, a fantastic tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar. For instructions and tutorials in setting up your account and getting started, visit http://success.une.edu/blackboard-support/refworks/.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	100 Total Points
Whole Class Discussion Board: Introduction	3 points
Two Assessment Glossary Wiki Entries	12 points (for both)
Two Assessment Glossary Entry Reflections	12 (6 points each)
Three Small Group Work - Assessment Discussions	30 (10 points each)
Three Reflections on Student Assessment Administration	15 (5 points each)
Comprehensive Assessment Plan and Rationale	19 points
Whole Class Discussion Board: Comprehensive Assessment Plan Presentation	9 points

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00