READ 574: Literacy Assessment for Middle/High School Teachers

COURSE
DESCRIPTION

Course applies assessment concepts, principles and processes to literacy behaviors of middle and high school students, with an emphasis on classroom-based assessment. Examines the strengths and limitations of a wide range of assessment tools and practices. Develops observational skills in formal and informal literacy contexts.

PREREQUISITES

Graduate standing. It is assumed that participants in this course teach in a middle school or high school or are familiar with literacy issues/practices across the curriculum in middle or high school.

COURSE
STRUCTURE

Weekly readings from textbook with reflective postings; professional resource review; development of school or classroom assessment/evaluation plan.

STANDARDS

2.1	Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
4.3	Model reading and writing enthusiastically as valued lifelong activities.
4.4	Motivate learners to be lifelong readers.

PRACTICAL
APPLICATIONS

The student who completes this course will:

be able to make informed and critical use of literacy tests, assessments and their data
demonstrate knowledge and application of assessment concepts, principles and processes in regards to literacy behaviors
demonstrate knowledge of appropriate and inappropriate uses of various kinds of literacy assessments, including their strengths and limitations.
demonstrate knowledge and application of principles and procedures of authentic assessment of literacy behaviors, with the emphasis on classroom-based assessment
be able to apply observational skills developed in the contexts of formal and informal assessment to the observation of literacy behaviors in non-assessment contexts

CORE/ELECTIVE

This graduate course can be used to fulfill the 3 credit requirement in the Literacy Assessment thematic area in the 24-credit Reading Endorsement program, as an elective in the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Lisa Snyder, Assistant Professor, College of Education, Eastern Oregon University. (BA, State University of New York College at New Paltz; MS, State University of New York at Albany; Doctorate, Argosy University)

TARGET
AUDIENCE

Middle and high school teachers, especially those seeking a reading endorsement.

TIME
COMMITMENT

Students should expect to spend approximately 11 hours per week for 8 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

A textbook is required for this course. EOU's Division of Distance Education posts textbook information in the course syllabus. Click on "Search" and search under "Reading Education." Then click on the course title to find the syllabus.

COST

No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees, for students in the ReadOregon program.

CONTACT(S)

For more details on this course, please contact Lisa Snyder, EOU