CUIN 520 Instructional Assessment and Decision Making – 3 hours credit: The course includes the design, development, reflection, and restructuring of instruction based on students’ performance and assessment data. Contemporary models used to assess learning are examined, including the use of performance criteria. Matters impacting this role and restructuring standards-based instruction based on students’ performance, progression, and learning are the foci.
Grading status: Letter grade.
Learner Outcomes
By the end of this asynchronous course, students will be able to:
- Apply multiple learning hierarchies to teaching and assessment of student progress.
- Demonstrate a comprehensive understanding of program theory and its articulation;
- Demonstrate a basic understanding of the uses and utilization of program theory and its application for evaluation planning and decision-making;
- Discuss and apply the criteria by which instruments are designed and assessed;
- Demonstrate a basic understanding of various concerns in testing and measurement.
- Discuss and apply ways in which reliability and validity are established;
- Explain the range of testing issues that educators confront and describe sound ways to handle those issues effectively.
- Design classroom-based tests that meet standards for the sound administration of assessment and testing.
- Explain how data from multiple frameworks are applied to inform decision-making about learning and teaching.
- Clarify the cognitive bases for learning and their connections to various forms of assessments of learning and learning activities.
- Analyze learning artifacts such as lesson plans, assessment reports, and others regarding their cognitive demands and determine the appropriate assessment of students’ expectations.
- Describe the differences between the conceptual frameworks underlying classroom and system-level assessment data.
- Discuss and apply the use of criteria utilized in data collection procedures and how they are planned and assessed;
- Identify how data-driven decision-making is implied or made explicit in federal statutes and state assessment programs, particularly for the state where employed.