SRJC Course Outlines

3/29/2024 6:14:55 AMADLTED 605 Course Outline as of Fall 2024

Inactive Course
CATALOG INFORMATION

Discipline and Nbr:  ADLTED 605Title:  ASSESSMENT TECHNIQUES  
Full Title:  Assessment Techniques
Last Reviewed:2/12/2018

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum0Lecture Scheduled01 max.Lecture Scheduled0
Minimum0Lab Scheduled8.001 min.Lab Scheduled8.00
 Contact DHR0 Contact DHR0
 Contact Total8.00 Contact Total8.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  0.00Total Student Learning Hours: 8.00 

Title 5 Category:  Non-Credit
Grading:  Non-Credit Course
Repeatability:  27 - Exempt From Repeat Provisions
Also Listed As: 
Formerly: 

Catalog Description:
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This course is designed to introduce new or potential teachers to the special needs and learning modalities of adult learners. Topics will focus on assessment techniques as they relate to Adult Education in a higher education setting.

Prerequisites/Corequisites:


Recommended Preparation:
Course Completion of ADLTED 601

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course is designed to introduce new or potential teachers to the special needs and learning modalities of adult learners. Topics will focus on assessment techniques as they relate to Adult Education in a higher education setting.
(Non-Credit Course)

Prerequisites:
Recommended:Course Completion of ADLTED 601
Limits on Enrollment:
Transfer Credit:
Repeatability:27 - Exempt From Repeat Provisions

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:Effective:Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Certificate Applicable Course



COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1.  Explain the difference between evaluation and assessment.
2.  Create an appropriate and effective assessment for a particular course objective.
 

Objectives: Untitled document
At the conclusion of this course, the student should be able to:
1. Explain and define the differences between assessment and evaluation.
2. Design effective and appropriate assessments for a particular course objective.

Topics and Scope
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I. Evaluation vs. Assessment
    A. Identifying actual achievement
    B. Identifying trends within the class
    C. Assessing learning outcomes
II. Types of Assessments--Informal vs. Formal
    A. Formative or Informal
         1. Informal data collection activities to make instructional decisions
         2. Other data collection activities
         3. Ungraded quizzes
         4. Quick writes
         5. Journals collected periodically
    B. Summative or Formal
         1. Responses used to assign an actual grade
         2. Normative Reference Testing
         3. Criterion Reference Testing
III. Creating Assessments to Measure Learning Objectives
    A. Analyzing the learning objective
    B. Gathering appropriate data
    C. Analyzing the data
    D. Making instructional decisions based on the data
         1. Ready to move on?
         2. Reteaching the concepts
         3. Reassessing
    E. Examples of CATS (Classroom Assessment Techniques)
    F. Examples of formal tests and evaluation models

Assignments:
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1. Group analysis of learning outcomes and how they might be assessed or evaluated
2. Reflective writing on personal experience of assessments and evaluations
3. Group creation of an informal classroom assessment technique
4. Group creation of a formal evaluation or test
5. Individual creation of an informal classroom assessment technique particular to a course
    learning objective
6. Closing reflective writing

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
10 - 20%
Reflective writings
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
10 - 10%
Group analysis of learning outcomes
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
50 - 60%
Group creation of assessment; group creation of formal test; individual creation of an assessment
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 20%
Attendance and participation


Representative Textbooks and Materials:
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Instructor prepared materials

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