Assessment and Testing Refresher
Course Outline

Course Fee: $90
Course Numbers: EED x701 24100, SED x701 24145
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: Review of Teaching Fundamentals
Author: Zoe Edelen, MAT

Although this review of teaching fundamentals course is taught as stand alone class, we believe that the best teaching practices involve the seamless integration of all pedagogical practices. This and other courses serve as a review of the most essential teaching components, which, when integrated together, create the backdrop for the larger professional development for practicing teachers.

Introduction/Course Description:

Many teachers know what students should be learning. Many have met all of the state standards, the objectives, the scope and sequence outlined neatly in front of them. But sometimes, what is missing is a way to properly assess and evaluate students honestly and accurately. This is called Authentic Assessment. In this course, we will provide you with the assessment information and tools to use in the classroom so that the process works for you and your students.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One: Introduction to Assessment and Testing

Learning Objectives:

• Identify key definitions of assessment and evaluation.
• Understand the history of standardized testing in this country.

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

Module Two: Mission, Vision, Beliefs, Program Outcomes, Unit Outcomes and Competencies

Learning Objectives:

• Identify and create a mission and vision for your class and understand their purpose.
• Understand your own beliefs and use the results to create a better classroom environment.
• Develop program and unit outcomes for your classes.

Project 1: Creating Your Own Class Roadmap
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Authentic Assessment and Helpful Evaluations

Learning Objectives:

• Understand and comprehend authentic assessment and its purpose.
• Identify what authentic assessment looks like in the classroom through helpful evaluations.
• Explore a variety of cognitive skill tests to validate student learning.
• Develop a written evaluation of an instructor.

Project 2: Evaluation Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Portfolios and Scoring Guides

Learning Objectives:

• Understand what a portfolio is, and why they work.
• Explore ways to construct a portfolio of skills for future use.
• Understand scoring guides and why they are a useful tool for classroom use.
• Identify tips for creating scoring guides.

Project 3: Creating a Scoring Guide
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?

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--- Sample Course Project ---

Creating Your Own Classroom Roadmap - Project #1 Overview

Now that we have discussed mission, vision, beliefs, program and unit outcomes, it is your turn to put this knowledge to work. The goal of this project is to get you thinking about creating your own "roadmap" in order to provide a clear and concise pathway for your classroom. For this project:

• Write your vision and mission for your classroom. Remember it may take you several tries to get something that you feel is clear and concise and can be used by you to develop your program and unit outcomes.
• After you have clear, concise mission and vision statements, create 8-12 program outcomes, along with 5 unit outcomes for each.

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For Your Project Reflection Submission

Give us your thoughts in regards to creating your own classroom mission, vision, beliefs, program and unit outcomes. More specifically:

• Share your thoughts on the process of creating your mission, vision, belief, program and unit outcomes.
• Will the "roadmap" you created prove useful within your classroom?

Submit your reflection for this project by clicking on the "Submit Reflection" link in the Module Projects tile located in the Course Dashboard for this course.

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Cal Poly Humboldt Credit Specifics

• Academic Credit at the Graduate Level through Cal Poly Humboldt (CPH) is offered after successful completion of this course.
• The 700 series semester credit is post-baccalaureate level appropriate for credentialed teachers which do not require admission to a graduate program.
• 700-level classes are graduate level classes meant specifically for credential purposes, and are appropriate for license renewal or recertification.
• 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.