(EDi 337 Introduction to Learning and Assessment
Syllabus of Record
Catalog Descriptions:
ED 337 Introduction to Learning and Assessment: An introductory course for preservice educators focusing on P-12 classroom assessment beliefs and practices. Instruction
focuses on understanding the learning theories within which the work in classroom
assessment occurs, understanding and applying specific assessment methods, and
communicating assessment results about P-12 student achievement. Three credits.
Unit Mission, Values, Dispositions:
~~Teaching, Leading and Learning in a Democratic Society~~
We believe that schools function as social and political entities as well as for the growth of
individuals. We prepare candidates to . . .
Enhance the academic and personal potential of their students,
Establish policies and practices that promote democratic education,
Evaluate the social and ethical implications of educational policies and practice.
We value these ideals in our candidates, our faculty, and our relationships with the larger
communities we serve:
Expertise to guide our practice,
Equity to guide our interactions,
Liberal Education to guide our perspectives,
Social Responsibility to guide our commitment to democratic education.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teachers: Interstate New Teacher Assessment and
Support Consortium (INTASC); Council for the Social Foundations of Education (CSFE)
Course Standards and Common Assessments:
Course Outcomes and Standards
 InTASC Standard 1: Learner Development
 InTASC Standard 2: Learning Differences
 InTASC Standard 4: Content Knowledge
 InTASC Standard 6: Assessment
 InTASC Standard 9: Professional Learning and Ethical Practice
Common Assessment:
 One performance based project – Unit of Instruction Project [i.e. three components:
student developed selected response, extended written response, and performance
based assessments including learning goals written in student-friendly language and
a rubric).
Major Topics:
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Instructional practices are informed by learning theories, thus understanding and
being familiar with learning theories is important to teaching. Theories such as
educational psychology, theories of learning and motivation, social theories of
learning, sociology, validity and reliability theory, formative and summative
assessment theory will be discussed as each relates to P-12 school settings.
The application and connection of learning theory to instructional practices as each
relates to classroom assessment for positive student outcomes in P-12 school
settings.
Understanding basis of and rationale for why we assess in P-12 school settings.
Measurement theory and assessment related issues such as validity, reliability, bias,
and scoring concerns as they relate to P-12 student learning and achievement.
Defining achievement standards for assessment in P-12 school settings.
Understanding learning theory through instructional application as evidenced in P-12
school settings by:
o designing quality selected response assessments
o designing quality constructed response assessments
o designing quality performance assessments
o designing informal formative assessments
Managing and communicating achievement results in P-12 school settings and how
these direct instructional practices.
Summative assessment (i.e. assessments for report cards in P-12 school settings)
Involving P-12 students in communicating assessment results (i.e. portfolios,
conferences)
Interpreting and communicating standardized test scores in P-12 school settings.
Theoretical Models Integrated
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Assessment and Instruction theorists: James Popman; Richard Stiggens; and Robert
Marzano
Bloom’s Taxonomy – Bloom
Zone of Proximal Development – Vygotsky
Shared interactions and shared experiences – constructivism – Piaget and Vygotsky
Cognitivism – Gagne’, Merrill, and Bloom – conditions for learning
Performance support theory - Performance reduced into smaller complex tasks e.g. computer support system – Gery
Blended Learning Theory – combining all of the above – Connectivism
Triarchic theory of (successful) Intelligence – Sternberg - contends that intelligent
behavior arises from a balance between analytic, creative and practical abilities
Backward Design – Understanding by Design – Wiggins and McTighe
Multiple Intelligence – Gardner
Philosophy of Differentiation – Carol Ann Tomlinson
Course Knowledge Base:
Costa, A., & Kallick, B. (Eds.) (2000) Assessing and reporting. Alexandria, VA: Association
of Supervision and Curriculum Development.
Langer, G.M., Bernstein Colton, A., & Goff, L.S. (2003). Collaborative analysis of student
work: Improving teaching and learning. Alexandria, VA: Association of Supervision
and Curriculum Development.
Marzano, R.J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes:
Performance assessment using the dimensions of learning model. Alexandria, VA:
Association of Supervision and Curriculum Development.
Marzano, R.J. (2000). Transforming classroom grading. Alexandria, VA: Association of
Supervision and Curriculum Development.
Osborne, N.M. (1998). Rubrics for elementary assessment. Livonia, MI: Osborne Press.
Popham, W.J. (2003). Test better, teach better: The instructional role of assessment.
Alexandria, VA: Association of Supervision and Curriculum Development.
Popham, W. J. (2007). Classroom assessment: What teachers need to know. Upper Saddle
River, NJ: Allyn & Bacon.
Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organizer: Succeeding with
portfolios in your classroom. Alexandria, VA: Association of Supervision and
Curriculum Development.
Stiggins, R. J. (2004). Student-involved classroom assessment (4th Edition). Upper Saddle
River, NJ: Prentice Hall.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for
student learning. Portland, OR: Educational Testing Services.
Tucker, P.D., & Stronge, J.H. (2005). Linking teacher evaluation and student learning.
Alexandria, VA: Association of Supervision and Curriculum Development.
Wahlstrom, D. (2005). Designing high-quality paper-and-pencil tests. Suffolk, VA:
Successline, Inc.