My Course Wish List

Your list is empty.

Explore online education in Tennessee

TELC 5002/6002/7002 Syllabus

Course Syllabus

TELC 5002/6002/7002 - Assessment and Evaluation

3 Credit Hours

Course Information

Course Description:

This course contains twelve modules of instruction that will involve the student in electronic research, dialogue with teaching colleagues and administrators, and generation of products resulting from assigned activity. The twelve modules focus on eleven areas of teaching effectiveness stated as standards. 

Course Outcomes:

I. Standard 1

Discipline Taught

Students know, understand, and use the central concepts, tools of inquiry and structures of the discipline{s} they teach and can create learning experiences that develop student competence in the subject matter.

  1. The student will become familiar with the Tennessee State Framework Curriculum.
  2. The student will be involved in the process of creating curriculum maps for specific content from the Tennessee State Framework.
  3. The student will communicate with professional organizations including the National Teachers Association and professional organizations for the individual content areas of the core curriculum of studies regarding assessment and evaluation techniques in that specific area as advocated and supported by research in the body of literature.
  4. Students will utilize internet resources to find specific web sites that provide instructional resources and assessment instruments such as rubrics for the discipline that they teach.

II. Standard 2

Student Learning and Development

Students understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development.

  1. The student will explore and discuss ways to increase student motivation.
  2. The student will revisit learning theories of Piaget, Gardner, and Bloom with specific emphasis on assessment of well-planned and age appropriate instruction.
  3. The student will examine assessment and evaluation as how it relates to guiding teaching and delivery of content during the following phases of instruction: pre-assessment, formative assessment, and summative assessment.

III. Standard 3

Diverse Learners

Students understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

  1. The student should review instruments that measure attitudes of students.
  2. The student will become aware of the variety of learning styles that exist in students P-12 and how a comprehensive assessment of student learning and teaching encompasses multiple components of assessment.
  3. The student will examine specific tests that are designed for specific purposes involving the measurement of aptitude, abilities, and intelligence of learners.
  4. The student will review cultural differences in learning and the biases that can exist in teaching and assessment that produce negative and false evaluation.

IV. Standard 4

Teaching Strategies

Students understand and use a variety of instructional strategies to encourage development of critical thinking, problem-solving and performance skills in students.

  1. The student will become aware of recent and significant research on evaluation of teaching and learning which has positively impacted the profession of teaching.
  2. The student will become familiar with best practice strategies of evaluation of teaching and learning as reflected in the body of research of the literature that supports and instructs the practice.

V. Standard 5

Learning Environment

Students use and understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

  1. The student will become familiar with the research in the body of literature related to school reform and renewal from the last twenty years.
  2. The student will explore the concept of school renewal and school improvement plans including assessment and evaluation options the would impact the programs of the school and the overall instructional climate of the school as building level changes which would inevitably impact and improve the delivery systems of schooling for P-12 students.

VI. Standard 6


Students use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

  1. The student will explore and analyze effective means for improving school communication between faculty and professionals within their building and with other educators in faculties throughout the local district system for the specific and exact purpose of staff development in the area of student assessment.
  2. The student will explore and analyze effective means to improve school community communication for the exact and specific purposes of improving the practitioner’s ability to assess student learning and performance and use that information hence to improve the educational program of the school.

VII. Standard 7


Students plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

  1. The student will examine techniques for improving instructional planning that correlate to both formative and summative evaluation.
  2. The student will become aware of the importance of securing the best available information in making educational decisions effective teaching and the evaluation of instruction.
  3. The student will study the correlation between instruction and assessment in relation to effective planning.

VIII. Standard 8 Primary

Assessment and Evaluation

The student will know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.

  1. The student will become aware of recent and significant research on evaluation of teaching and learning which has positively impacted the profession of teaching.
  2. The student will revisit the process and methodology of assessing student performance considering the most effective way to measure understanding of content and skill level development in students. They will be involved in decision making in creating assessment plans for the specific purpose of evaluating and grading considering the advantages and appropriate use of both performance based assessment and traditional assessment.
  3. Students will become familiar with the research in the literature regarding best practice of assessment and evaluation in the preparation of undergraduate teacher education candidates.
  4. The student will gain knowledge of the various information gathering methods and tools of assessment.
  5. The student will develop an understanding of the purpose and use of evaluation.
  6. The student will become familiar with: vocabulary used in evaluation, procedures used in the evaluation process, and sources of pupil information within the school.
  7. The student will understand the purpose and function of standardized information gathering devices.
  8. The student will gain knowledge in constructing better teacher-made evaluative instruments.
  9. The student will construct an evaluation device or test for optimal use with his/her classroom.
  10. The student will be able to explain the meaning and interpretation of the consequences of basic testing characteristics such as reliability, validity, standard error, and standard deviation.
  11. The student will be able to configure and defend a grading system, which includes a consideration of assessment elements and evaluation theory.

IX. Standard 9

Reflective Practitioner

Students are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

  1. The student will be introduced to the process involved in acting as a reflective practitioner.
  2. The student will have an opportunity to practice an analytical approach to self-evaluation as it relates to improving teacher effectiveness and promoting curriculum enhancement in his/her classroom through understanding the use and application of tests and other measures of evaluation.
  3. The student will become familiar with the NCATE standards on teacher preparation.
  4. The student will explore and discuss the concept of professionalism by association as it relates to professional membership in content related organizations.

X. Standard 10

Colleagues, Parents, and Community

Students foster relationships with school colleagues, parents and agencies in the larger community to support students learning and well-being.

  1. The student will become familiar with state standardized testing, interpretation of testing results, and reporting to parents.
  2. The student will explore and discuss with other colleagues and administrators ways of improving instructional practice through more realistic and efficient methods of assessment and evaluation.

XI. Standard 11


11. a. Students use technology and technology based resources to facilitate developmentally appropriate student learning.

11. b. Students use technology to enhance their professional growth and productivity.

11. c. Students effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.

  1. Students will learn to utilize the resources of the World Wide Web in locating assessment instruments and in finding colleague evaluations of assessment instruments.
  2. Students will utilize Internet resources to find specific web sites that provide instructional resources and assessment instruments such as rubrics for the discipline that they teach.
Prerequisites & Co-requisites:


Course Topics:

Module I The Teacher as a Classroom Decision Maker: Standards

Module II Assessment and Instructional Objectives: Understanding and Writing Psychomotor,Cognitive,and Affective Objectives

Module III Traditional Assessment

Module IV Authentic Tasks

Module V Creating Rubrics

Module VI Portfolios

Module VII Ensuring Equity with Alternative Assessments

Module VIII Tests- Elements of Tests and the Limits of Standardized Testing

Module IX Interpreting Tests Results

Module X Assessing Higher Order Thinking

Module XI Accountability: Designing a Viable Assessment System

Module XII Locating Published Evaluation Instruments and Results

Specific Course Requirements:

Students are expected to complete modules and electronically correspond with student colleagues during discussion board interactions. It is expected that the students will complete at least one module per week of the course.

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."

Supplementary Materials:

We will use internet links.

Hardware and Software Requirements:

Minimum hardware requirements can be found here.

Minimum software requirements can be found here.

Common applications you might need:

Web Resources:

Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)

The Writing Center Online Writer's Handbook

Student Resources:
  • Technical support information can be found on the TN eCampus Help Desk page.
  • Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
  • Information on other student issues or concerns can be located on the TN eCampus Student Resources page.

Instructor Information

Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.

Participation, Assessments, & Grading

Testing Procedures:

There are no formal summative assessments in the form of examinations. The comprehensive grade for the course is based on the completion of the fifteen electronic modules and the quality of interaction with the instructor and student colleagues during the development of the modules.

Grading Procedures:

Evaluation and grading of student performance on the electronic modules will constitute the grade for the course. There are no summative formal examinations for the course. Students are expected to review and analyze internet websites and resources. They are expected to make interpretations and applications of concepts considering both theory and real world application. Assignments should reflect documented resources and employ appropriate mechanics in writing, expected of graduate level students. All assignments will be reviewed and graded for both content and demonstration of higher level thinking. Every assignment has companion discussion board opportunities and expectations. The grade for each assignment encompasses discussion board activity as well as the submission of written assignments. Student interaction with the instructor and student colleagues with be judged as follows:

Grade of A Significant and frequent interaction and communication initiative

Grade of C Moderate appropriate interaction and communication initiative

Grade of F Insufficient and very limited interaction and communication 

Grading Scale:

Grading Scale:

A (93% - 100%) = 1227.6 - 1320

B (85% - 92%) = 1122 - 1227.5

C (77% - 84%) = 1016.4 - 1121.9

D(69% - 76%) = 910.8 - 1016.3

F= Anything Below 69% 910.7 - 0

Assignments and Projects:

Please see class lectures for Assignments.

Class Participation:

Class participation and individual communication during class activities is an extremely important aspect and requirement of this course. The nature of the course demands high levels of initiative on the part of individuals to connect to others enrolled in the class, to other human resource people linked to the course, and to the professor of the course. A grade will be given for class participation. Class participation is defined as initiative for communication and interaction with the instructor, classmates, and colleagues both through Internet discussion boards.

Late Policy:

Students are expected to initiate work on the electronic modules beginning the first week of the semester beginning with Module #1 and work in a numerical order from module 1-12. Modules are to be submitted at completion via the Desire to Learn assignments drop box.

Course Ground Rules

The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:


Read the document in its entirety here.

1. Standards of Conduct:

  • Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.

2. Review the TN eCampus Academic Integrity/Academic Honesty Policy:

  • In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.

Such conduct includes, but is not limited to:

  • an attempt by one or more students to use unauthorized information in the taking of an exam
  • to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
  • or to knowingly assist another student in obtaining or using unauthorized materials.

Plagiarism, cheating, and other forms of academic dishonesty are prohibited.

Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution.  Refer to the student handbook provided by your home institution to review the student conduct policy.

In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.

Other Course Rules:

Students are expected to:

  • Participate in all aspects of the course
  • Communicate with other students
  • Learn how to navigate in Brightspace
  • Keep abreast of course announcements
  • Use the assigned course management (Brightspace) email address rather than a personal email address
  • Address technical problems immediately:
  • Observe course netiquette at all times.

Guidelines for Communications


  • Always include a subject line.
  • Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
  • Use standard fonts.
  • Do not send large attachments without permission.
  • Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
  • Respect the privacy of other class members


  • Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
  • Try to maintain threads by using the "Reply" button rather starting a new topic.
  • Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
  • Be patient and read the comments of other group members thoroughly before entering your remarks.
  • Be cooperative with group leaders in completing assigned tasks.
  • Be positive and constructive in group discussions.
  • Respond in a thoughtful and timely manner.


The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.

Students with Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.


The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.

Last Revised on May 16, 2017