Course Objectives

(Candidates will:)

NBPTS (Core Propositions; also see NBPTS alignment chart)

INTASC Principles

IPSB Content & Developmental Standards

Indiana Academic Standards (IDOE)

M.Ed. Conceptual Framework Domain Expectations

1.  Identify, define, and apply traditional and nontraditional models of assessment for use in diverse classroom settings.

3

8

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

3.1; 3.d

2.  Integrate knowledge of technology and current research on teaching and learning styles into classroom assessment tools, with particular emphasis on understanding the diversity concerns of individual students.

2; 3; 4

2,  3,  5

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

 3.3, 3.5, 3.d,  3.t

3.  Analyze, interpret, and communicate assessment data on student learning with both quantitative and qualitative measures.

3

1,  5,  6, 8

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

3.2; 3.t

4.  Finalize a workable action research methodology plan to be used when evaluating the effectiveness of their Unifying Assessment Project.

3; 4

1,  8,  9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

3.1,   3.5

5.  Construct multiple classroom assessment tools that meet the needs of a diverse student population as a means of evaluating both the instructional activities and the curricular goals of their Unifying Assessment Project.

1; 2; 3

1,  2,  4, 5,  8

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

3.1, 3.4,  3.d,  3.t