Integration of Assessment into Classroom Reading
Course Code:
RED4312
Credit Hours:
3
Effective beginning:
2022-23
Sections:
001B
Course Description:This course introduces formal and informal methods and materials used to identify reading strengths and weaknesses of students. Emphasis is placed on integrating assessments into the curriculum to strengthen instructional strategies and student success. The student will increase and apply knowledge and skills in the uniform core curriculum relevant to this content area. This course requires a minimum grade of “C” in order to receive credit. 10 hours of participation and teaching required.
Course Details
Prerequisites:
RED 3009, RED 3311 or RED 3360
Required textbooks/ course materials:
No textbook or course materials are required to purchase for this course.
Appropriate dress for field experience: School of Education polo
(Polos are available in the campus bookstore.)
Assignment/course outline:
See Instructor First Day Handout
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
| Course-level student learning outcomes | Discipline-level learning outcomes | Assessment methods |
|---|---|---|
|
Interpret students’ formal and informal test results Articulate and analyze major types of derived scores and test items from standardized tests Demonstrate the administration and interpretation of instructional assessments Analyze data to articulate trends that demonstrate adequate progress in student reading development Develop differentiated instruction using appropriate data (grouping strategies, intensity of instruction: ii vs. iii) and develop appropriate curricular materials, and strategies Articulate interpretive issues that may arise when English language tests are used to assess reading growth in LEP students and create reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading |
E-4 E-4 E-4 E-5 E-1 E-2 |
Task CC1A – RU Task CC1A – RU, Task CC1C – RU, MA 1 - W Task CC1A - RU Task CC1C – RU Task CC1C – RU MA 2 - DB |
Means of accomplishing learning outcomes:
The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.
Policies & Resources