General Information about New Approaches to Assessment and Classroom Data courses
Author: Randy DeVett
Abstract: This course is designed for educators who have begun to understand the importance of Teaching For Understanding (TFU) and have designed a unit of instruction following the TFU framework. The main goal of this course is examining and creating the ongoing assessment portion of the framework in order to adjust assessment so it is now a means of furthering student understanding.
Course Objective: At the end of this course students will: 1)Understand the importance of teaching for understanding. 2)Understand the importance of embedding assessment into their teaching unit. 3)Understand that establishing criteria for their assessments is the first step in creating understanding focused assessments. 4)Understand the importance of feedback and its role in student learning and understanding.
Tag(s): ongoing assessment, TFU
Author: Brooke Hasey
Abstract: This mini-course will be designed to help writing teachers create lessons to teach for understanding and explore alternative assessments while still involving the state assessment required to graduate from high school.
Course Objective: Teachers will gain the knowledge needed to understand why it's important for alternative assessments, understand the importance of continuing to utilize teaching for understanding, be able to use common ideas to apply to their lesson in regards to teaching for understanding, employ traits learned from course into authentic assessments for classroom use, and create effective rubrics for use in assessing.
Tag(s): writing teachers, alternative assessments, state assessment
Title: Assess for Success
Author: Mary Beth Rock
Abstract: In this set of lessons, participants will be introduced to research about the use of formative assessment and its potential in uncovering student misconceptions, increasing achievement, and stimulating student ownership of learning and motivation.
Course Objective: Participants will reflect on their personal understanding of “assessment” and its place in their classroom; state several attributes of what formative assessment is, and what it is not; list several types of formative assessment techniques that could be added to their teaching practice; gain confidence and expertise using assessment in a formative manner, to shape their instruction; understand the difference between “knowing” verses “understanding”, and develop strategies to assess for understanding; make a plan for implementing formative assessment as a means of teaching for understanding and student mastery of objectives in their classroom; create student rubrics and use these to guide students towards improving their learning from understanding their errors.
Tag(s): formative assessment
Author: Colleen Bryla
Abstract: The course is designed to help teachers to identify, collect, analyze student data. In addition, it will teach teachers to choose appropriate instructional practices to make changes based upon the implications of student data.
Course Objective: Learners will walk away with better knowledge of how to identify their students' needs and feel confident in being able to provide meaningful activities to increase student learning and enjoyment of learning.
Tag(s): student data
Author: Allison Hubbs
Abstract: The course introduces the basics of authentic assessment, why it should be used in the classroom, how it improves student performance, and developing a form of authentic assessment for your own classroom.
Course Objective: After completing this course, the learner will be able to: 1. Understand what authentic assessment is and the benefits of using it in the classroom. 2. Understand the various types of authentic assessment that can be implemented in the clasroom. 3. Understand the step by step process to creating an authenic assessment opportunity. 4. Evaluate their own student assessment and design a new assessment opportunity incorporating the basics of authentic assessment.
Tag(s): authentic assessment
Author: Valerie Anwari
Abstract: This course will define formative assessment and discuss the benefit of using a variety of formative assessments to increase student learning. Learners will reflect on current assessment practice and will create an assessment plan that incorporates a variety of formative assessments.
Course Objective: After completing this course, the learner will 1) understand formative assessment and the reasons for its use; 2) reflect on current practice in assessment strategy and current research on formative assessment 3) analyze current assessment choices for existing lesson, unit, or course 4) design a new assessment plan modeled on formative assessment for an existing lesson or unit
Tag(s): formative assessment, assessment strategy
Author: Jennifer Boisvert
Abstract: This mini-course will focus on incorporating E-Portfolio's into a post-secondary educator’s course. This mini-course will teach the post-secondary educator on the importance and the purpose of E-Portfolios. It will also show them how to design and incorporate them into their course.
Course Objective: Teachers can have students create E-Portfolios at the end of the semester to demonstrate what that student learned throughout the semester. Post-secondary educators will be able to use the students E-Portfolio to assess the student.
Tag(s): E-Portfolio, assess
Author: Ashley Keegan
Abstract: Four case studies the author had conducted to teach the understanding and creation of E-Portfolios.
Course Objective: After reviewing these case studies students will be able to: 1Understand how and why Electronic Portfolios are used in classrooms. 2 Create an Electronic Portfolio using Google Sites. 3 Plan how to maintain personal Electronic Portfolio over a long term period of time. 4 Develop and answer self-reflective questions. 5Understand how Electronic Portfolios will be assessed .
Tag(s): E-Portfolio, Google Sites
Title: Action Research
Author: Ashley Setter
Abstract: The course will teach the concept of action research, how to begin, how to collect data for action research, how to report and use the data, and at last, how to carry on actions.
Course Objective: Upon the completion of this course, students will be able to conduct action research on their own.
Tag(s): action research
Title: Response to Intervention
Author: Kristina Rosenberg
Abstract: In this course, students will be able to develop a foundational understanding of the three tier approach that separates students who need interventions from students of average to above average learning abilities, and those students who receive services from those in need of special education services.
Course Objective: Upon the completion of this wiki-course, students should be able to:1. Understand the value and need for an effective RtI process for students in need of literacy support. 2. Explain the three tiers of RtI by using the pyramid model. 3. Create a methodology/mission statement of how to incorporate RtI into their own building or district. 4. Design an RtI model for their own building or district 5. Adapt literacy lesson plans to meet student needs in each tier of RtI
Tag(s): RtI (Response to Intervention)
Title: Keeping Imaginative Play In the Kindergarten Classroom
Author: Alicia Mari
Course Objective: The purpose of this course is to increase awareness of the importance creative play has in the kindergarten classroom. Through examples, analysis, and interactive exercises, participants will consider play as a tool for identifying and analyzing play behaviors of kindergarten children with the ultimate goal of clarifying student development and integration of skills.
Tag(s): creative play, kindergarten, student academic development,
Author: Julie DelPapa
Course Objective: Learners will be able to describe Howard Gardner’s theory of multiple intelligences. Learners will identify a lesson that appeals to each type of Gardner’s learners. Learners will design a lesson and analyze what learners it appeals to.
Tag(s): multiple intelligence, classroom teaching,