These courses are on-demand and self-paced. Participants will receive a certificate of completion once all assignments are successfully completed, and a quiz is passed with at least 80%.

Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria, and teach to support a rapid turnaround of results.

  • Extend the research skills needed to seek out assessment resources that further teaching and learning.
  • Match grade-level assessment criteria to standards-aligned curriculum and instruction.
  • Use tools to monitor student learning to move up individual student performance.

This course is 20 hours

Instructional decision-making hinges on variables that can change by the minute, the hour, and the student. The many forms that data take can inform rich instruction. It’s all about driving the right data to the right instructional strategy. This course will focus on deep data digs, gaps analysis, and meeting the needs of all learners.

Upon completion of this course, the student will be able to:

  • Glean and use valuable information about student performance from data.
  • Analyze and defend multiple data sets to inform instructional strategy to include curriculum surveys, inventories, standardized tests, benchmarks, anecdotal data. 
  • Interpret data to plan instruction.

This course is 20 hours

Using assessment criteria to drive instruction requires the use of reliable data. Teachers that are actively and systematically use this data can understand student performance and thus leverage it best for effective progress monitoring. Participants will be introduced to multiple assessments that include feedback models and other formative methods that feed instructional decisions. Participants will learn to find and use this data effectively to make informed instructional decisions with.

Upon completion of this course, the student will be able to:

  • Determine and apply evaluating and monitoring work against assessment criteria.
  • Plan with, and practice using, assessment criteria aligned with performance standards.
  • Employ assessment and performance standards to reflect and improve upon practices.
  • Utilize effective strategies to communicate learning and instructional goals to students, while demonstrating flexibility and responsiveness to student needs.

This course is 20 hours

Evidence-driven and research-based practical and authentic assessments will be examined for application to the needs of exceptional and special education students. The use of research-based assessment practices will be used to inform instructional planning and differentiated classroom practices. Formal and informal assessments will include intelligence testing, examining IEP goals, SLOs, formative assessments to include observational and anecdotal data, performance tasks, learning style inventories, behavioral assessment, criterion-referenced assessments, and standardized assessments. Data will be used to differentiate with while aligning best practices with students’ individual learning needs.

Upon completion of this course, the student will be able to:

  • Evaluate the needs of students to align best instructional strategy to those needs.
  • Through job-embedded participation, illustrate several research-based assessments in order to determine student needs, learning readiness, and needed instructional support.
  • Select research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the special needs and exceptional learners in classrooms.

This course is 20 hours

Participants will be introduced to a number of common assessment practices (useful for all content areas) grounded in what the research says provides the best data for teaching to a common curriculum, as well as to the Common Core. Balancing summative and formative assessments demands a standards-aligned curriculum for effective instructional practices, all of which will be demonstrated, practiced with, and planned for in this course. Participants will understand how to effectively monitor student learning, structure assessment criteria, design effective assessments, and access them for future use and for a rapid turnaround of student results.

Upon completion of this course, the student will be able to:

  • Research current assessments practices and analyze criteria against student work. Design effective assessments. 
  • Discover and apply the research skills needed to seek out assessment resources that build teaching capacity. 
  • Match grade-level assessment criteria to standards-aligned curriculum and instruction. Determine how to monitor student learning to increase individual student performance.

This course is 20 hours

Assessment of learning or for learning? Balanced, summative interim and formative assessments will be evaluated for CCSS application in this e-course. Participants will understand how to effectively monitor student learning, structure requisite assessment criteria, and teach to support a rapid turnaround of results.

  • Extend the research skills needed to seek out assessment resources that further teaching and learning.
  • Match grade-level assessment criteria to standards-aligned curriculum and instruction.
  • Use tools to monitor student learning to move up individual student performance.

This course is 20 hours