Participants will explore the world of measurement, evaluation, and student performance as it aligns to instruction and curriculum. Participants will examine the role that validity, reliability, test bias, and item construction play in ensuring a good and meaningful assessment instrument and will become familiar with the concept of a formal testing program, which encompasses state and local mandated assessments. This course will look at the federal No Child Left Behind initiative and its impact on Maryland Public Schools. This course meets the Maryland State Department of Education Assessment of Students requirement for an initial certificate in Early Childhood Education, Elementary Education, and Secondary Education. This course also meets the MSDE Assessment, Diagnosis, and Prescriptive Techniques requirement for an initial certificate in Generic Special Education Infant/Primary, Generic Special Education Elementary/Middle, and Generic Special Education Secondary/Adult.
Instructor Julian Karz
Phone (410) 313-6755 (Office) - Voice Mail extension 528
(410) 442-2285 (Home) - Please do not call before 10 a.m. or after 9:30 p.m.
1. Analyze the historical development of assessment and current accountability practices as it relates to today’s classroom.
2. Evaluate how Race to the Top will change the focus of educational measurement and assessment.
3. Analyze the guiding principles of No Child Left Behind (current ESEA mandate) and its alignment of assessment practices with current educational principles.
4. Design teaching techniques to prepare students for Common Core Standards and PARCC assessments.
5. Measure the importance of providing multi-formatted assessments that allow for the similarities and differences in human development
6. Illustrate the ability to produce valid and reliable assessments that measure curriculum and content being taught.
7. Construct high quality classroom assessments that prepare students for PARCC assessments and Common Core Standards.
8. Critically evaluate classroom assessments to ensure diversity and freedom from item bias.
7. Formulate effective approaches to instruction based on an understanding of the learning process.
9. Critically evaluate published tests to determine their benefit to the classroom and student populations by using Mental Measurement Yearbook.
11. Critically examine correlations to identify assessments that measure similar course content..
12. Construct a working understanding of the measures of central tendency as it relates to classroom instruction.
Major Course Topics
This course format includes but is not limited to the following:
This course does not have a face-to-face orientation. There is a required orientation that you will complete online.
Texts and Materials
Kubiszyn & Botich (2013) Educational Testing & Measurement, Classroom Application and Practice, 10th Edition, Wiley / Jossey- Bass Education (It is suggested that the student purchases 10th Editions, as earlier versions are missing newly added material and chapters)
To visit our bookstore's online sales site, please visit www.howardccbooks.com and follow the instructions for selecting textbooks.
Technical Requirements and Plug-Ins:
Review the Technical Information link.
The following technical items and plug-ins are required for this course:
If you have questions about this class, send a message to
Julian Katz, JKatz@howardcc.edu
© Howard Community College, 1998