Curriculum and Instruction Master's Program


The Department of Education prepares undergraduate teacher candidates and practicing teachers to facilitate
the learning of all students, enabling both teachers and their students to act as
informed, involved, principled, and productive citizens and leaders over a lifetime.

EDN 501:

Assessment Strategies for the Classroom


Instructor: Dr. Jon Mueller
Office: WSC 118
Office Hours: 12:00-12:30 MTWR
Phone: (630) 637-5329

I. Required Reading:

Text: Mueller Authentic Assessment Toolbox

Articles: See Schedule page

II. Course description:

This course is designed to foster the essential link between learning and assessment. Emerging theory on performance-based assessment, brain research, and curriculum-aligned assessment will be explored to better understand the fundamental nature of assessment. Students will be engaged in a systematic study of different methods of performance-based and traditional assessment. Teachers as leaders will examine ways to implement effective assessment practices throughout the school community.


III. Course standards:

When you complete this course you should be sufficiently familiar with a variety of authentic assessments so that you can

1) write substantial standards that describe meaningful learning for your students;

2) identify and design authentic assessments that align with your standards;

3) identify appropriate criteria for the authentic assessments you select;

4) construct effective scoring/grading rubrics for the authentic assessments you select;

5) construct formative assessments that align with summative assessments and instruction;

6) identify and develop links between authentic assessments, your instruction, and student learning.


Additionally, regarding traditional assessments, you should be able to

7) construct selected-response items and tests that yield reliable and valid inferences;

8) identify appropriate uses for selected-response items and tests.


Finally, you should be able to

9) converse fluently about authentic and traditional assessments;

10) develop a meaningful and coherent blend of traditional and authentic assessments.


IV. National Board Certified Teacher Standards Alignment:

N3.3 Instructional leader know how to assess the progress of individual students as well as the class as a whole.

N3.4 Instructional leader uses multiple methods for measuring student growth and understanding, and can clearly explain student performance to students.

N4.3 Instructional leader critically examines his/her practice on a regular basis to deepen knowledge, expand repertoire of skills, and incorporate new findings into practice.


V. Summary of Course Assignments and Requirements:

Final Project -- 67% -- 300 points -- see Assignments page for more details and the project rubric

Exams (2) -- 22% -- 50 points each -- see Assignments page for more details

Critiques (2) -- 11% -- 25 points each -- see Assignments page for more details and the critique rubrics

Artifacts (5) -- I will not be grading the artifacts for course points. Instead, I will decrease your final grade by 20 points if you do not complete all five artifacts with the reflective statements. I will apply the artifact rubric, but I will not assign course points. See this document for the cover sheet to be completed and attached to each artifact.


Thus, there will be a total of 450 points that can be accumulated.



A = 90% 405 pts. and above Excellent Performance
B = 80% 360 pts. and above Good Performance
C = 70% 315 pts. and above Acceptable Performance
F = <70% under 315 pts. Unacceptable Performance





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