8/31/2024 8:13:00 PM |
| New Course (First Version) |
CATALOG INFORMATION
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Discipline and Nbr:
EDU 66 | Title:
EVAL STUDENT LEARNING |
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Full Title:
Evaluation of Student Learning in a Diverse Classroom |
Last Reviewed:10/9/2023 |
Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
Maximum | 4.00 | Lecture Scheduled | 4.00 | 17.5 max. | Lecture Scheduled | 70.00 |
Minimum | 4.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| Contact DHR | 0 | | Contact DHR | 0 |
| Contact Total | 4.00 | | Contact Total | 70.00 |
|
| Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| Total Out of Class Hours: 140.00 | Total Student Learning Hours: 210.00 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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This course will introduce students to the formal and informal assessment process and its application in classrooms at all levels. Students will develop an understanding of the legal requirements regarding equity in administering assessments to all students, especially those with special needs or English Language Learners. Students will also explore the importance of data collection and analysis to guide classroom instruction and measure student learning.
Prerequisites/Corequisites:
Recommended Preparation:
Limits on Enrollment:
Schedule of Classes Information
Description:
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This course will introduce students to the formal and informal assessment process and its application in classrooms at all levels. Students will develop an understanding of the legal requirements regarding equity in administering assessments to all students, especially those with special needs or English Language Learners. Students will also explore the importance of data collection and analysis to guide classroom instruction and measure student learning.
(Grade or P/NP)
Prerequisites:
Recommended:
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Associate Degree: | Effective: | | Inactive: | |
Area: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | Transferable | Effective: | Fall 2024 | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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C-ID: |
Certificate/Major Applicable:
Certificate Applicable Course
Approval and Dates
Version: | 01 | Course Created/Approved: | 10/9/2023 |
Version Created: | 4/25/2023 | Course Last Modified: | 3/13/2024 |
Submitter: | Lynn Erikson Rhode | Course Last Full Review: | 10/9/2023 |
Version Status: | Approved New Course (First Version) | Prereq Created/Approved: | 10/9/2023 |
Version Status Date: | 10/9/2023 | Semester Last Taught: | |
Version Term Effective: | Fall 2024 | Term Inactive: | |
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1. Understand and use multiple measures of assessment to engage learners in their own growth, monitor learner progress, and to guide decision making to guide classroom instruction.
2. Effectively utilize assessment techniques and procedures for administering assessments in the classroom.
Objectives:
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At the conclusion of this course, the student should be able to:
1. Evaluate assessments to obtain useful information for student learning.
2. Use assessment techniques to assist students in reflecting on their own learning.
3. Understand the relationship between assessment and curriculum development.
4. Identify potential linguistic and cultural biases of assessment instruments.
5. Communicate assessment results effectively with students, parents, teachers, and support personnel about strengths and areas that need improvement.
Topics and Scope
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I. Confronting the Assessment Crisis
II. Explore and Define Understanding of the State of Assessments in Schools Today
A. Language barriers
B. Students with exceptional needs
III. Quality Assessment Development
A. Analyze the key components of an assessment
B. Apply inference techniques to define key components in a quality assessment
IV. Assessments that Serve All Users and Uses
V. Clear and Appropriate Learning Targets
A. Identify and align learning targets and assessment measures
B. Identify and clarify why we assess and how to guard against biases in assessments
VI. High-Quality Assessments are Required throughout the System
VII. Analyze the Quality of Assessments
VIII. Effective Communication of Assessment Results
IX. Formative and Summative Assessment
A. Using assessment to motivate all students
B. Examine the links between productive assessments and student motivation
Assignments:
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1. Reading textbook, handouts, journals, and articles
2. Class discussions, group activities, and collaborative work
3. Reflective writing assignments based on readings, content standards, and assessments such as:
A. Analysis of the key components of an assessment
B. Analysis and communication of assessments and outcomes
C. Examination of the correlation between productive assessments and student motivation
4. Design a classroom assessment system
5. Quiz(zes) and exam(s) - may include midterm and final exam
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 30 - 40% |
Reflective writing assignments | |
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving 0 - 0% |
None | |
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations 0 - 0% |
None | |
Exams: All forms of formal testing, other than skill performance exams. | Exams 30 - 40% |
Quiz(zes) and exam(s) | |
Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category 20 - 40% |
Class discussions; class participation, design classroom assessment system | |
Representative Textbooks and Materials:
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Classroom Assessment for Student Learning: Doing It Right - Using It Well. 3rd ed. Chappuis, J. Pearson. 2019.
OTHER REQUIRED ELEMENTS
Student Preparation |
Matric Assessment Required: | X | Exempt From Assessment |
Prerequisites-generate description: | NP | No Prerequisite |
Advisories-generate description: | NA | No Advisory |
Prereq-provisional: | N | NO |
Prereq/coreq-registration check: | N | No Prerequisite Rules Exist |
Requires instructor signature: | N | Instructor's Signature Not Required |
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BASIC INFORMATION, HOURS/UNITS & REPEATABILITY |
Method of instruction: | 02 | Lecture |
| 71 | Internet-Based, Simultaneous Interaction |
| 72 | Internet-Based, Delayed Interaction |
Area department: | CSKL | College Skills |
Division: | 71 | Language Arts & Academic Foundations |
Special topic course: | N | Not a Special Topic Course |
Program Status: | 1 | Certificate Applicable Course |
Repeatability: | 00 | Two Repeats if Grade was D, F, NC, or NP |
Repeat group id: | | |
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SCHEDULING |
Audit allowed: | N | Not Auditable |
Open entry/exit: | N | Not Open Entry/Open Exit |
Credit by Exam: | N | Credit by examination not allowed |
Budget code: Program: | 0000 | Unrestricted |
Budget code: Activity: | 4939 | College Skills |
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OTHER CODES |
Disciplines: | Education OR
English |
Basic Skills: | N | Not a Basic Skills Course |
Level below transfer: | Y | Not Applicable |
CVU/CVC status: | Y | Distance Ed, Not CVU/CVC Developed |
Distance Ed Approved: | Y | Either online or hybrid, as determined by instructor |
Emergency Distance Ed Approved: | N | |
Credit for Prior Learning: | N | Agency Exam |
| N | CBE |
| N | Industry Credentials |
| N | Portfolio |
Non-credit category: | Y | Not Applicable, Credit Course |
Classification: | Y | Liberal Arts and Sciences Courses |
SAM classification: | E | Non-Occupational |
TOP code: | 0801.00 | Education, General |
Work-based learning: | N | Does Not Include Work-Based Learning |
DSPS course: | N | NO |
In-service: | N | Not an in-Service Course |
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