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
