EDUC 415 Diagnostic Measurement and Evaluation

The objective of this course is to prepare the teacher candidate to a) create classroom assessments, b) use a variety of techniques to measure achievement, c) ensure differentiation of instruction, assessment, and analysis, and d) conduct research to support effective classroom instruction and assessment.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the teacher candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300–400 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150–250 words. The thread and replies must follow current APA format. (CLO: A, C, F).

Quiz: QEP Diagnostic Prescriptive Research Project Acknowledgment

This quiz will take you to the link for the QEP Diagnostic Prescriptive Research Study Acknowledgement, and you will be asked to agree to the QEP Diagnostic Prescriptive Research Study Acknowledgement.

The teacher candidate will develop an assessment plan for a nine-week marking period, which will include two weighted Units. Each unit will have three formative and summative assessments based on measurable learning standards and objectives. (CLO: A, B, E).

Teacher candidates will create a digital formative assessment based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (CLO: A, C, E).

Teacher candidates will complete a performance-based assessment online training with the United States Department of Education and gain certification (CLO: A, C).

Teacher candidates will create a classroom test based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (CLO: A, C, E).

The teacher candidate will complete a Pre-edTPA assignment for Task 3 (Literacy) using predetermined literacy objectives focusing on one or more of the following core components of reading:  1) phonemic awareness 2) phonics  3) fluency  4) vocabulary  5) comprehension.  This will prepare him/her for evaluating student outcomes for his/her edTPA assessment during Student Teaching. (CLO: A, D, E). 

Using the literacy-based scenario information, archived data, and current evidence-based research, the teacher candidate will complete a multi-step research project. The teacher candidate will address at least one of the five core components of reading (phonemic awareness, phonics, fluency, vocabulary, or comprehension). Using diagnostic measures and research to address the science or structure of reading increases the ability to find evidence-based practices for better student outcomes. (CLO: A, D, E, F). 

1. Diagnostic Summary Report Assignment

Using the Template, the teacher candidate will complete a diagnostic summary to guide the Tutoring Plan Overview.

2. Research Literature and Theoretical Support Assignment

The teacher candidate will provide literature to support the activities to be used in his or her tutoring plan.

3. Research Methods Section Assignment

The teacher candidate will provide a methods sections for his or her final research poster which will include a research design, research question, purpose of the research, methods, intervention, and limitations.

4. Student Progress Report Assignment

Using scenario information and data, the teacher candidate will complete a final student progress report for parents using the Student Progress Report Template.

5. Research Poster Assignment

Using all of the prior assignments in the QEP DPRP, the teacher candidate will create a research poster. The assignment must be saved in a PDF format.

The quizzes will cover the textbook material for the assigned Modules: Weeks. Each of these quizzes will be open-book/open-notes, contain 25 multiple-choice and true/false questions, have a 30-minute time limit, and allow 1 attempt. (CLO: A, B, C, D, E, F).