216_Green_Sheet - San Jos State University Department of...

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San José State University Department of Elementary Education EDTE 216, Ongoing Assessment in Your Classroom, Fall 2008 Instructor: Barbara Friedenbach Office Location: Sweeney Hall, Telephone: (408) 423-2234 Email: [email protected] Office Hours: Wednesdays, 7:45-8:45 (tentative) and by appointment Class Days/Time: Wednesdays, 5:00-7:45 Classroom: SH 313 Prerequisites: Pre-requisites: EDTE 210, 211, and 292 Faculty Web Page and MYSJSU Messaging Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on my faculty web page accessible through the Quick Links>Faculty Web Page links on the SJSU home page. You are responsible for regularly checking with the messaging system through MySJSU. (Since I am new to the university, it may take one to four weeks for my website to be established. My tower card has not been entered in the system yet, and that is holding things up but the help desk is working on it.) Course Description Prevention and correction of reading/writing/language difficulties with emphasis on diagnosis and evaluation. This course will integrate research, theory and practice in a very direct way, and will explore a wide range of issues, including the following: 1. An historical overview of assessment. 2. Theoretical foundations of literacy assessment. 3. The use of ongoing assessment tools in learner-centered reading and writing instruction. 1 Ongoing Assessment in Your Classroom, EDTE 216, Fall 2008
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4. The impact of high stakes testing and standards on students, particularly historically underachieving students (e.g., non-native English speakers, students from low income homes, and ethnic minority students), and teachers. 5. Rethinking traditional test preparation so that students understand and can work within the genre. Course Goals and Student Learning Objectives 1. To examine and use a variety of tools for assessing and diagnosing the literacy strengths and needs of students from diverse linguistic and cultural backgrounds (e.g., reading processes relied on, comprehension, writing organization). (Standards 2, 3, 7, 10, 11) 2. To understand the relationship between ongoing literacy assessment and learner- centered instruction. (Standards 2, 3, 5, 6, 11) 3. To use on-going assessment data to teach literacy skills and strategies to students from diverse linguistic and cultural backgrounds (Standard 2, 3, 4, 5, 7, 8, 10, 11). 4. To differentiate instruction for students whose needs are varied (Standard 5, 7). 5. To administer and evaluate the usefulness of various standardized and non- standardized literacy assessment tools and procedures. (Standard 4, 8) 6. To provide guided practice in using a range of assessment tools and related learning experiences appropriate for struggling readers and writers. (Standard 2, 5, 7, 11) 7. To develop an understanding of the job of a Reading Specialist at the school level. Required Texts/Readings
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216_Green_Sheet - San Jos State University Department of...

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