An assessment system must provide decision-makers at all levels with sound information on which they can base their decisions in support of learning for all students. This course will provide students with the expertise to design assessment systems that are aligned with the curricular or program goals. It develops the expertise to design summative assessments (assessment of learning) and formative assessments (assessment for learning) and explore ways of linking assessment to learning (assessment as learning). Students will learn methods for combining results from different assessment components, moderation of assessment results, setting grade boundaries, and reporting assessments; evaluation of assessment and quality assurance in assessment.
Bennett, R. E. (2010). Cognitively Based Assessment of, for, and as Learning (CBAL): A preliminary theory of action for summative and formative assessment. Measurement: Interdisciplinary Research and Perspectives, 8(2-3), 70-91. doi:10.1080/15366367.2010.508686
Bennett, R. E. (2011). CBAL: Results from piloting innovative K–12 assessments. ETS Research Report Series, 2011(1), i-39. doi:10.1002/j.2333-8504.2011.tb02259.x
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. WestEd.
https://www.nwea.org/blog/2013/22-easy-formative-assessment-techniques-for-measuringstudent-learning/ http://www.assessmentforlearning.edu.au/default.asp?id=912
http://www.jcsee.org/the-classroom-assessment-standards-new-standards
https://nceo.info/Assessments/formative
http://downloads.pearsonassessments.com/ati/index.html
http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
Assessment of Learning by 
Formative Assessment by 
SAGE Handbook of Research on Classroom Assessment by 
Assessment for Education by SAGE Handbook of Research on Classroom Assessment by 
Balanced Assessment Systems by 
Classroom Assessment for Student Learning: Pearson New International Edition by 
Assessment As Learning by 
