The assessment of learning and achievement is a global phenomenon. Over the last 2 decades there has been considerable research demonstrating how well conceived assessment can be a powerful force both in supporting learning, and as a mechanism for individual empowerment. Yet, no matter how clearly assessment policies are defined, how concisely strategies for implementing assessment are described, and how many sample instruments are available for adoption or adaptation, the planning and implementing of assessment in classrooms continues to be a complex “wicked problem”.
Students who complete this course will develop a clear sense of the multiple and overlapping purposes for assessment and be better positioned to reason, justify, and communicate their decision-making in assessment to students, their parents and administrators. In addition, they will become more confident in using assessment information to create summaries of student achievement.
The overall learning objectives for PME 827 are to:
- To examine theories that underpin contemporary assessment practices.
- To explore the complexity of planning and implementing classroom assessment.
- To develop the competencies necessary to become a school leader in classroom assessment.
- To examine issue of quality–validity, reliability, and fairness–in classroom assessment.
This course is offered in:
Professional Master of Education, Faculty of Education, Queen’s University
Course authors: Drs. Chi Yan Lam, and Stefan Merchant
Sessions Taught: Fall 2016, Summer 2017, Winter 2016