Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education
ONLINE COURSE (Blackboard)

READ 571: Principles/Methods of Diagnosis & Assessment: K-12 (3-cr)

Summer 2004, 2005, 2006, 2007, 2008
Summer 2009: 07/27/09 - 08/21/09

Sherrilynn Rawson, Ph.D. - Portland State University

COURSE
DESCRIPTION		 Students in READ 571 will learn about
  • Literacy theory (review/overview of the psychological, sociological, and linguistic foundations of reading processes and instruction, including developmental stages of literacy)
  • Psychometrics (the science of measurement in the social sciences)
  • Measures of reading proficiency and reading achievement (with specific examples of standardized reading measures and discrete-point reading proficiency measures)
  • Authentic literacy assessment (with specific examples of authentic reading assessment tasks)
  • Literacy assessment and students with special needs (English language learners, students with learning disabilities, talented and gifted students)
  • Test ethics and how assessment results are used (including communication with various stakeholders)
PREREQUISITES Graduate standing. Learners are assumed to be teachers with access to elementary and/or secondary students.
COURSE
STRUCTURE		 The course will be conducted entirely online, using Web Course Tools (WebCT). Assignments for the course will include:
  • Reading professional literature related to each of the course topics
  • Regular online discussion of practical applications of the course readings to the educational setting, in both asynchronous (discussion board) and synchronous (chat room) settings
  • Administration, scoring, and interpretation/explanation of a set of literacy assessments focused at a grade level of the student's choice, including: early childhood, elementary, middle, secondary, or adult levels
  • Application of the aforementioned literacy assessment results to plan, evaluate, and/or revise effective instruction
STANDARDS This course supports the following International Reading Association's Standards for Reading Professionals (2003):
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2 Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
PRACTICAL
APPLICATIONS
1.  Administration, scoring, and interpretation/explanation of a set of literacy assessments focused at a grade level of the student's choice
2.  Application of literacy assessment results to plan, evaluate, and/or revise effective instruction
CORE/ELECTIVE This 3-credit graduate course can be used to fulfill the 3-credit requirement in the Assessment thematic area in the 24-credit Reading Endorsement program, as 3 elective credits in the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Sherrilynn Rawson is the principal at Nellie Muir Elementary School in the Woodburn School District. She previously served as testing and assessment coordinator for the district's English language transition program. (B.A., Occidental College, Los Angeles; M.A., California State University, Los Angeles; PhD, University of California, Berkeley)
TARGET
AUDIENCE		 PreK-12 teachers and those seeking the Reading Specialist Endorsement.
TIME
COMMITMENT		 Students should expect to spend approximately 22 hours per week for 4 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.
COST No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees, for students in the ReadOregon program.
TECHNICAL
REQUIREMENTS		 This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:
  1. PC running Windows 95 or newer
  2. Macintosh Quadra 700 or better or Power PC
  3. Modem 28.8 or faster, or other network connection
  4. Sound card and speakers (optional)
  5. 32 Megabytes or greater of system RAM
  6. Adequate hard disk drive
CONTACT(S) For more details on this course, please contact Sherrilyn Rawson or Val Katagiri at Portland State University.

REGISTER at PSU

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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