Classroom Strategies to Amplify Student Learning
Course Outline

Course Fee: $90
Course Numbers: EED x701 31282, SED x701 31401
Standard Course Time: 15 hours
Semester Credits: One (1) academic credit at the post-baccalaureate level (available for an additional fee)
Credit Issued by: Cal Poly Humboldt (refer to our Graduate Credit page for credit pricing and details)
Subject Area: Special Topics

This course has been developed and optimized for online delivery using the licensed title Sticky Assessment: Classroom Strategies to Amplify Student Learning, published by Routledge and authored by Laura Greenstein.

Introduction/Course Description:

The purpose of this course is to synthesize, in a user-friendly way, what is currently known about quality assessment: To explain it clearly, provide examples, and offer opportunities for practice. In it you will find a range of assessment strategies from selected choice to peer review of performances. The method is not most important; what matters is the purpose, placement, and process. This means starting with assessment in mind. As soon as the student learning targets and outcomes are identified, consider how they will be assessed. Make use of the data generated by pre-assessments and routine check-ins. If you are teaching about Shakespeare decide whether a selected choice test is your best option or would it be more meaningful to select a contemporary issue and have students write/perform a play about it in iambic pentameter. In science, do you want students to explain climate change or advocate for a response (or not responding) to climate change. Then, in reverse, purposefully plan learning and embed assessments based on intended learning targets.

Course Objectives/Program Outline

Module One: Purposeful Assessment

Learning Objectives
Students will:

  • Define assessment vocabulary: test, measure, evaluate and assess
  • Understand the root of assessment
  • Define the idea of upskilling
  • Construct purposeful and planned assessments
  • Describe the importance of Blueprint for assessments
  • Define deconstructing standards and the importance in planning for assessment
  • Apply strategies for building aligned and progressive assessments
  • Utilize sequenced and cyclical models of assessment
  • Realize the value of reciprocal and responsive assessment

Project 1: The Power of Purposeful Assessment
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Informative Assessment

Learning Objectives
Students will:

  • Incorporate clear and visible targets and assessments into teaching and learning
  • Recognize key examples of incorporating clear and visible assessment
  • Describe key aspects of coherent assessment that displays that visible assessment is taking place
  • Reflection on Visible Assessment-Use assessment purposefully to inform teaching and support learning
  • Value and rely on assessment as an essential source of insight into student learning
  • Prepare and analyze assessments with an emphasis on growth and improvement

Project 2: Assessor of the Year
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three: Sticky Assessment

Learning Objectives
Students will:

  • Realize the motivational value of assessment
  • Empower and engage students as assessors
  • Plan assessments that incorporate flexibility and differentiation
  • Embed assessments throughout teaching and learning

Quiz: Multiple-choice questions that pertain to objectives above.

Module Four: Technically Sound Assessment

Learning Objectives
Students will:

  • Recognize indicators of validity
  • List/Review steps to ensure that assessments are reliable
  • Confirm that assessments are fair for all learners
  • Investigate ways to enhance balance in assessment
  • Develop checkpoint assessment literacy
  • Balance range of assessment measures in your community based classroom
  • Define various assessment systems
  • Illustrate strengthening classroom assessments
  • Demonstrate fostering a culture of assessment

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?

--- Sample Course Project ---

Project #1 Overview

In this module, you learned that in order to be purposeful in your selection, implementation, and analysis of assessment, you must first ask yourself:

  • What is important to measure?
  • What are the consequences of the measure?
  • How will the data be used?

For this project:

Review the key ideas from this module:

  • Transparency of standards and methods is essential to improved learning outcomes.
  • Precisely aligned assessments help learners deepen learning.
  • Assessment is a constructive process that contributes to learning.
  • Deconstruct content so that assessments align with targeted chunks of learning.
  • Assessment is most effective when it is implemented as part of a continuous cycle.
  • Blending teaching, learning, and assessing increases instructional productivity.
  • Responding to purposeful and aligned assessment strengthens learning outcomes.
  • Supporting students as assessors is a valuable learning strategy.
For each key idea:
  • Explain what each key idea means to you.
  • Give examples and/or share your understanding of how each idea is evident in your classroom assessments and/or learning environment.
  • What aspects need further development?

For Your Written Project Reflection Submission

Take a moment to review your responses to the 8 key ideas. In relation to purposeful assessment, reflect on your findings using the following bullet points as a guide:

  • What do you feel is a strength regarding your utilization, including selection, implementation and analysis, of assessments? Has it changed over time? If so, how so? If not, how come?
  • How has your understanding of assessments grown from the beginning of your career until today? Share your learning and understanding about assessments and its journey.
  • What aspect of your understanding of assessments do you think needs further development? Why have you chosen those aspects? What will be your next steps in growing them?

Visit the Module Projects section located within the Course Dashboard, and take a moment to share your findings by submitting your written project reflection.

Cal Poly Humboldt Credit Specifics

  • Academic Credit through Cal Poly Humboldt (CPH) is offered after successful completion of each course.
  • The 700 series semester credit is post-baccalaureate level appropriate for credentialed teachers which do not require admission to a graduate program.
  • Courses are letter graded on official transcripts from CPH.
  • CPH is the northernmost and westernmost institution in the 23-campus California State University (CSU) system.
  • CPH is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC), a regional accrediting agency serving a diverse membership of public and private higher education institutions.

Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.