Categories
Teaching

PME 827 – Planning and Implementing Effective Classroom Assessment

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

By Chi Yan Lam

Dr. Chi Yan Lam is a Credentialed Evaluator and an Adjunct Assistant Professor of evaluation at the Faculty of Education and the Faculty of Health Sciences, Queen’s University; he is also a full-time evaluator practicing in public service. He specializes in evaluating large-scale, complex programs and incorporates multi-, mixed- and design methods in his evaluations to answer questions of importance to program administrators and policy makers working on educational and social programs. His articles on evaluation have been published in peer-reviewed journals, including the American Journal of Evaluation and the Canadian Journal of Program Evaluation. He has been a holder of the professional designation in evaluation since 2014.

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