14 courses with the subject ERM, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course maintains three central goals: 1) An introduction to evaluating educational research and conducting an effective review of educational literature, 2) an introduction to curriculum theory and various approaches to designing educational programs, and 3) an introduction to assessment of learning and program evaluation. These three goals will be accomplished in the context of the student’s specific career interests – where and with whom they see themselves engaging as professional educators.
ERM 353Ethical and Effective Assessment for Learning: Early Grades3
This course will focus on exploring ethical issues related to educational and psychological assessment. The goal of the course is to encourage students to critically evaluate ethical issues in educational and psychological testing to make informed and ethical choices with regards to assessment development, administration, results, and interpretation. This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results.
ERM 354Ethical and Effective Assessment for Learning: Middle Grades3
This course will focus on exploring ethical issues related to educational and psychological assessment. The goal of the course is to encourage students to critically evaluate ethical issues in educational and psychological testing to make informed and ethical choices with regards to assessment development, administration, results, and interpretation. This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results.
ERM 355Ethical and Effective Assessment for Learning 7-123
This course will focus on exploring ethical issues related to educational and psychological assessment. The goal of the course is to encourage students to critically evaluate ethical issues in educational and psychological testing to make informed and ethical choices with regards to assessment development, administration, results, and interpretation. This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results. Gen Ed Attribute: Ethics Requirement
ERM 359Assessment for Learning: Mathematics Educators3
This course is designed to provide secondary mathematics education candidates the knowledge and skills to use multiple assessments to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results. This course has a 25-hour field experience. Field clearances required (PA criminal background, PA child abuse, FBI fingerprinting, TB test results).
This course is a graduate-level introduction to research methodology. As a methods course, its focus is on research as systematic inquiry and the role of educational research in practice, policy, and scholarship. The course will include research ethics and the evaluation process of high-quality educational research. Additionally, students will review the philosophical foundations of various methodological paradigms, so as better to understand the appropriate use of each, as well as to effectively avoid pitfalls common to each. Analysis of specific conceptual frameworks will provide basic practice in designing research in the field of education. Distance education offering may be available.
Designed to offer a practical and accurate introduction to various research methods that can be applied to a classroom setting for improving teaching practice.
ERM 502Methods & Materials of Research for Counselor Education3
Designed to enable the counselor to read experimental, quasi-experimental, descriptive, and correlational research reported in the professional journals. Both univariate and multivariate designs are emphasized. ERM 502 Prerequisite: Successful completion of EDC 540.
This course is designed to develop in teachers the skills important in the three areas of educational testing: teacher-made tests (objective and essay); computerized programs for grading and reporting results, and for improving the test quality through item-analysis procedure; and the evaluation of the psychometric characteristics of standardized tests.
ERM 553Evaluation and Assessment in the Elementary Classroom3
This course provides teacher candidates with challenging exploration of developmentally appropriate, reliable and valid assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of intervention and their implications for instruction for all students, and report assessment results using modern digital tools.
This course is designed to provide middle grade candidates the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results. ERM 554 Prerequisite: Successful completion of EDA 542, EDP 501, and MGP 520; field clearances.
This course is designed to provide students the knowledge and skills to use multiple developmentally appropriate assessments (authentic, screening, diagnostic, formative, and summative) to guide instruction related to standards, to monitor results of interventions and their implications for instruction for all students, and to report assessment results.
Students will be introduced to the action research process. At the conclusion of this course students will demonstrate understanding of the steps involved in conducting systematic, data-driven inquiry and applying reflective practices in the context of educational and social change.
Students will design an action research project on a topic of interest related to educational change and transformation. They will formulate their design into a research proposal and defend the proposal. ERM 595 Prerequisite: Successful completion of EDF 593 and ERM 591.
