1. ED/PSY 318 Assessment of Learning

2. Building Education LEARNING Curriculum Instruction Assessment KNOWLEDGE

3. Curriculum All the courses of study offered by an educational institution. All the courses of study offered by an educational institution. A particular course of study, often in a special field. A particular course of study, often in a special field.

4. Instruction The act, practice, or profession of instructing. The act, practice, or profession of instructing. To furnish with knowledge. To furnish with knowledge.

5. Assessment To determine the value, significance, or extent of: to appraise. [<Lat. Assidere, to sit by as an assistant judge]. (American Heritage Dictionary) To determine the value, significance, or extent of: to appraise. [<Lat. Assidere, to sit by as an assistant judge]. (American Heritage Dictionary) A systematic approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. (Angelo & Cross, 1993) A systematic approach designed to help teachers find out what students are learning in the classroom and how well they are learning it. (Angelo & Cross, 1993)

6. Some Bad Examples

8. An actual Biology exam 1. “what does a cell membrane primarily do?” 2. “knowing that a cell membranes primary function is allowing certain materials in and keeping certain materials out, what is the cell membrane made of?“ 3 "knowing a cell membrane is made up of lipids and proteins how does it perform its job?" The whole test continues this way. Half of the class failed this test.

9. Standards for Teacher Competence in Educational Assessment of Students Developed by the AFT, NCME, and NEA

10. Teacher Standards of Competence in Assessment Teachers should be skilled in choosing assessment methods appropriate for instructional decisions. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.

11. Teacher Standards of Competence in Assessment Teachers should be skilled in developing assessment methods appropriate for instructional decisions Teachers should be skilled in developing assessment methods appropriate for instructional decisions

12. Teacher Standards of Competence in Assessment Teachers should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods. Teachers should be skilled in administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods.

13. Teacher Standards of Competence in Assessment Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement

14. Teacher Standards of Competence in Assessment Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments

15. Teacher Standards of Competence in Assessment Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators.

16. Teacher Standards of Competence in Assessment Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

17. Classical Test Theory X = T + e where: X = observed score T = “true” score e = error