Sessional Lecturer - CTL- Assessment and Evaluation

Sessional Lecturer - CTL
7007H
- Assessment and Evaluation

Course number and title: : CTL
7007H
- Assessment and Evaluation

This course presents an overview of the basic concepts, practices, and current research associated with effective assessment and evaluation in Ontario classrooms. Teacher candidates will develop an understanding of Ontario curriculum and policy documents as relevant to the professional obligations of student assessment and evaluation, grading and reporting. Examination of effective strategies of assessment for, as, and of learning is at the core of this course.

Drawing on current research, attention may be given to topics such as validity and reliability, assessment tool design, success criteria, quality feedback, performance assessment, authentic assessment, portfolios, self-evaluation, data gathering and management, standardized testing in provincial or large-scale assessments, as well as assessment related beliefs, attitudes, and issues of psychological well-being. Related issues of equity and a critical stance are infused and discussed throughout the course.

This course is normally open only to students in the MT program.

This course is one of a pairing of courses to be taught by the same instructor. As such, one instructor will be hired to teach this course in pairing with the CTL 7014H 0143 Fundamentals of Teaching course. It is a course delivered at OISE to a school site cohort.

As part of the curriculum renewal and MT program development processes, this combination of courses pilots the MT program's commitment to providing a coherent learning experience that positions inquiry-based teaching as the foundation of professional practice and informs every dimension of teaching. The pairing of courses will integrate the school site experiences of the students to observe and understand how and why the decisions embedded in the fundamentals of teaching and assessment are mutually informing processes.

As Part Of The Curriculum Renewal And MT Program Development Processes, This Combination Of Courses Pilots Two Critical Pillars Of The New Program Being Developed And Designed For Implementation In Fall, 2027

• The MT program's commitment to providing a coherent learning experience that positions inquiry-based teaching as the foundation of professional practice and informs every dimension of teaching. The pairing of courses will integrate the school site experiences of the students to observe and understand how and why the decisions embedded in the fundamentals of teaching and assessment are mutually informing processes, and
• The infusion of teacher well-being and mental health and agency into the courses.

The successful applicant must have extensive experience working with school leaders; knowledge and experience supporting the intersection of educational research, school-based inquiry and professional learning in school-based contexts; extensive knowledge and direct experience with supporting teachers and schools with school-based inquiry; and the development of teachers as leaders

Estimated TA support:
No

Estimated course enrolment: 35

Class schedule: TUE 09:00-12:00 @ OI 2279

Sessional dates of appointment:  -

Appointment percentage: 100

Salary:
As of September 1, 2026, the minimum stipend is $ (inclusive of vacation pay) for a half credit course.

As of January 1, 2027, the minimum stipend is $ $ (inclusive of vacation pay) for a half credit course. Salary may be prorated based on the appointment percentage.

• Possess a doctoral degree in a relevant discipline.
• Demonstrated knowledge and experience supporting the intersection of educational research and professional learning in school-based contexts and supporting teachers and schools with school-based inquiry
• Have relevant classroom teaching and school leadership experience
• Have extensive experience working with school leaders and supporting the development of teachers as leaders and inquiry-based practitioners.
• Demonstrate a deep understanding of assessment literacy and expertise in designing, implementing, and evaluating equitable assessment strategies in K-12 settings.
• Demonstrate currency and mastery in teacher well-being, mental health and responses to teacher stresses and burnout
• Demonstrate skills related to building community and program development involving a range of stakeholders (including school educators, OISE participants and administration, and community partners)
• Demonstrate excellence in teaching, including online teaching as relevant
• Demonstrate evidence of knowledge and practice of principles of equity, diversity, and inclusion
• Demonstrate excellence in teaching and leading teachers/teacher-candidates professional learning
• Possess an Ontario Teaching certificate with OCT qualifications in the relevant division

Preferred Qualifications:

N/A.

Prepare, organize, and teach this graduate course; be available to students seeking assistance between classes; evaluate and provide students with feedback on their…