EDSC 182 Diagnostic Assessment
For each of the course objectives described below rate your CURRENT level of
knowledge and skill using the following rating scale:
“1”
“2”
“3”
“4”
Clueless -- I have never heard of this before
I know something about it but haven’t tried to implement
I am making some attempts to implement it, but don’t do it routinely
I know how to do it and implement it routinely in my teaching/work experience
A. Collecting and using multiple sources of information to assess student learning
1. Understand and use a variety of informal and formal (formative/summative)
assessments to determine progress and plan instruction
2. Explain and justify with examples from your own teaching how standards,
assessment, curriculum, and instruction are integrated for the purpose of supporting
student learning.
3. Construct and provide a rationale for a variety of assessment tools (including rubrics or
other scoring guides, portfolios, quizzes, and tests) in specific subject area teaching
4. Apply concepts of reliability, validity, practicality and standardization to the design of
classroom assessment tools
5. Use web-based or other internet resources to locate and critique high quality
assessment tools
6. Understand the purposes of diagnostic instruments, including entry level, progress
monitoring and summative assessments
7. Use multiple measures, including information from families, to assess student
knowledge, skills, and behaviors
8. Know when and how to use specialized assessments based on student needs
9. Use informal classroom assessments and analyze student work
10. Interpret data to identify the English proficiency level of ELLs (and their primary
language)
11. Understand and avoid the potential biases in various assessment tools and the
consequences of their use
12. Implement state adopted student assessment program
13. Examine and critique the state adopted student assessment program and its
implications for social justice and equity for K-12 students
14. Explain the design process and purpose of standardized tests and critique their
potential caveats and misuses
15. Know how to administer standardized tests and when to make accommodations for
students who require assistance or modifications
16. Analyze the results of standardized tests and explain the legitimate interpretations
and conclusions that can be drawn from such results
17. Understand how to familiarize students with the format of standardized tests.
18. Identify and critique legal and fair approaches to teaching test taking skills,
testwiseness and ways to prepare students for a variety of testing conditions.
B. Establishing and communicating learning goals for all students
1. Explain and contrast the types and purposes of standards, goals and objectives and
their corresponding roles in planning curriculum, instruction, and assessment
2. Use grade level subject matter content standards to plan short and long term
curriculum, instruction and ongoing assessment
3. Develop strategies that assist students to identify their own learning goals aligned
with course and subject area standards and expectation
C. Involving and guiding students in assessing their own learning
1. Provide a rationale for why self and peer assessment support student learning
2. Teach students how to use self assessment strategies and provide time and
guidance to practice them
3. Design, implement and critique tools for guiding peer and/or student self
assessment
D. Using the results of assessments to guide instruction
1. Anticipate, check for, and address common student misconceptions and
misunderstandings
2. Use progress monitoring at key points during instruction to assess state content
standards
3. Pace instruction and re-teach based on evidence gathered using questioning and
examining student work
4. Accurately interpret assessment results of individuals and groups in order to modify
instruction
5. Implement an inquiry based approach to examining student work as a means for
determining next steps for teaching individuals and groups of students
E. Communicating with students, families, and other audiences about student
progress
1. Give students specific, timely feedback on their learning and maintain accurate
records summarizing student achievement
2. Develop accurate and fair grading systems that assess established learning goals
3. Explain to students and families, students’ academic and behavioral strengths,
areas for growth, promotion and retention policies, and how a grade or progress report
is derived
4. Explain to families how to help students achieve the curriculum