||MAT647A - Lang Arts Assess and Instruc I
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Develops the ability to assess the strengths and needs of students in reading, writing, and oracy through multiple measures. Includes classroom-based formal and informal, group and individual assessment. Also emphasizes assessment-based instruction, particularly early intervention strategies using flexible grouping, small groups, and one-on-one tutoring.
|Course Learning Outcomes:
- Discuss the nature and purpose of reading/language arts assessment and its relationship to reading/language arts acquisition and cognition for speakers of English as a primary language and for English language learner (ELL).
- Acquire a working knowledge of a variety of formal and informal assessment used for assessment of literacy development and growth.
- Develop a knowledge of how to select, administer, score and interpret a battery of reading/language arts and learning measures including, where appropriate, data collected from allied professionals in the community.
- Learn how to collect and process diagnostic data other than test scores which might influence student performance, such as data related to the environment and affective domain.
- Be familiar with a variety of informal diagnostic strategies that tap the kind of real life reading tasks performed in and out of the classroom by all students.
- Be able to interpret test results and make recommendations from the assessment battery to the parents and/or guardians of the students and/or to the students.
- Develop competency in writing clear, concise, accurate evaluative reports of professional quality based on literacy assessments.
- Acquire the knowledge of how to write a letter and Tutoring Conference Summary to parents and/or guardians.
- Create a personal assessment file/resource collection for use in MAT 647B and beyond.
- Read, discuss, evaluate in writing, and apply information from professional journals to MAT 647A/B settings, own classrooms and beyond.
|Specified Program Learning Outcomes:
- Analyze instructional practices and evaluate student assessment data at grade, school or district levels to plan and provide guidance, coaching and/or professional development to strengthen appropriate practices as needed and work collaboratively with students and their families, teachers, administrators, specialists, and other interested stakeholders to design, implement and evaluate a comprehensive literacy plan or a specific component of that plan.
- Communicate plans for tutorial, small group, and whole-class language arts instruction to principal and other school personnel, including assessment-based rationale.
- Communicate results of individualized informal assessments to parents.
- Conduct individualized informal literacy assessments for struggling readers at early and intermediate levels, including English language learners.
- Critically analyze research; identify appropriate research design and methodology; and recognize research that is current, confirmed, reliable, and replicable.
- Critique resources and opportunities to stay current with the teaching profession and with the professional community of other specialists such as social agencies and after school programs.
- Design and conduct tutorial, small group, and whole-class language arts instruction.
- Implement research-based theory, assessment, and instructional strategies.
- Make decisions about what ALL students need to succeed (Social Justice).
- Prepare a Reading Specialization Field Study Proposal with recommendations for instructional interventions, based on individualized informal literacy assessments.
- Show knowledge about theories and research related to effective reading and language arts instruction.
- Utilize the ability to incorporate instructional technology into language arts instruction.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures