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EDUC 522 Week 5: Learning, Assessment and Accountability



Introduction One of the major challenges in conducting research in learning, whether in schools, colleges/universities, or other work settings, is the measurement and assessment of learning. Learning is both cognitive and affective. This class will address this issue. In most accountability applications in education, and in many applications in business and industry, learning is the primary institutional goal. However, the line between the learning that can be assessed and the learning that takes place is often blurry. Unit learning goals When you finish this unit you will have learned to: 1. Define and give examples of key accountability concepts in learning. 2. Use assessments to drive instruction. 3. Connect the learning that has taken place to the learning that is being assessed for accountability purposes.

Questions to answer before class as you complete your reading assignment: 1. How can learning and accountability be linked for accountability purposes? 2. How does measurement support decision making? 3. What is formative assessment?


EDUC 522 ppt. Black, P., & William, D. (1998, Oct.). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-148. http://www.pdkintl.org/kappan/kbla9810.htm Conley, D T. & Darling-Hammond, L. (2013) Creating Systems of Assessment for Deeper Learning. Stanford Center for opportunity Policy in Education, Stanford, CA Dowd, A. Tong, V.P., (2007) Accountability, Assessment, and the Scholarship of Best Practices, Higher Education: Handbook of Theory and Research, p57-90 Golden, D. (2006, November 13). Colleges, accreditors seek better ways to measure learning. The Wall Street Journal, pp. B1, B2. Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration Leadership, 43(2), 269–289. doi: 10.1177/1741143214537229

Kenneth Martin Hill


hillkm@usc.edu