IP&T 213 Instructional Design and Assessment

Help Them Learn

John C. Wilkinson, PhD 
Office: 206-C MCKB 
Cell phone: 801-376-8048 
Office hours: by appointment 

Meagan Nielsen (Section 1)

Kathryn Ehlert (Section 1)

Aurora Lammi (Section 2)

IP&T 213 Syllabus 

The Department of Instructional Psychology and Technology offers a service course for preparing elementary teachers in the foundations of Instructional Design and Assessment, IP&T 213.

Teachers Matter

We will study research that shows the close relationship between effective teaches and student success. 

Learning Outcomes and Indicators

Learning Outcome 1:
Define and describe the purposes and methods of reliable, valid assessments that inform instruction, assess achievement, and accommodate linguistic and cultural diversity. 
Knowing when they've learned.
  1. Understand and explain the role of backward design in the assessment of learning.
  2. Describe the purposes and limitations assessments used in a tiered system of support.
  3. Describe the principles and methods of assessment and explain how to match assessment methods with learning targets.  
  4. Define and explain the properties of valid and bias-free assessments used to accommodate the learning needs of at-risk, culturally diverse and linguistically diverse students.
Learning Outcome 2:
Identify and describe principles of evidence-based instruction and how teacher expectations learning theories, teaching models, and universal practices of teaching affect teacher effectiveness in a multi-tiered system of supports. 
Helping them learn. 
  1. Describe instruction within a tiered system of supports. Understand and describe the role of whole class instruction in preventing failure to learn. Understand and explain the need for, and role of, interventions of increasing intensity for students who do not make adequate progress in whole class instruction. (e.g. linguistically and culturally diverse students)
  2. Understand the need for evidence-based universal instruction appropriate to students with diverse learning needs including cultural and linguistic diversity.
  3. Understand and define three principle learning theories and their properties: constructivism, behaviorism and cognitivism. Evaluate instructional designs and methods related to each theory.
  4. Define the properties and impact of a teacher’s attitude, biases, beliefs and expectations on student learning. Review the research on why and how application of these principles matters to effective teaching. 
Learning Outcome 3:
Demonstrate an understanding of Common Core Standards, data-based decision making and the development of the curriculum that results in effective instruction focused on the needs of each student. 
Knowing what to teach them. 
  1. Describe the teacher’s role and accountability regarding state and district curriculum standards.
  2. Unpack curriculum standards into teachable learning targets using backward design.
  3. Ensure that curriculum addresses the needs of linguistically and culturaldiverse students through data-based decision making including analyzing data for findings, writing SMART goals to close gaps, etc. within a tiered system of supports. 
Learning Outcome 4:
Define the purposes, processes and benefits of collaboration in planning  and implementing effective assessments and instruction in a multi-tiered system of supports (RTI and MTSS). 
  1. Define the principles of effective teamwork and the research that shows the impact of professional learning communities (PLCs) on the quality of the teacher’s work life and the achievement of students. 
  2. Set norms and work successfully within collaborative teams.
  3. Describe how collaborative teams improve educational outcomes for all students. 


There is no text to purchase for the course. All study resources will be provided online or in print.

Course Organization

Six Parts to Organization of the Course

1. Gospel Connection
2. Individual Preparation
3. Personal Learning Community
4. Class Participation
5. Unit Projects
6. Key Terms

1. Gospel Connection
Two doctrinal principles guide our approach to the course. 
First: D&C 109: 7 And as all have not faith, seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom, seek learning even by study and also by faith; 

Second: D&C 88:122 Appoint among yourselves a teacher, and let not all be spokesmen at once; but let one speak at a time and let all listen unto his sayings, that when all have spoken that all may be edified of all, and that every (person) may have an equal privilege. 

Each week we will connect the gospel in some way to our topic.

2. Individual preparation
Each week you will study the assigned resources. 
To help you capture the main ideas, you will create slides in Google Presentation and provide supporting details in the Notes section. (Your file for Google Presentation is already created and linked.)
Your slides and notes will explain your thoughts and ideas on these points: 
  • Central Message: What? Main ideas. Big ideas. Supporting points. Questions. 
  • Applications: How? What will I do with this in my classroom? 
  • Values: So What? Benefits? How will this help me as a teacher? How will this help my students?
  • The TAs will be creating a sample.
  • The TAx and instructor will provide feedback each week.
10 points for completing your slides and notes prior to your PLC meeting. 
Tutorials on working with Google Presentation can be found here.

3. Professional Learning Community (PLC)
Teachers in the schools meet weekly in grade level teams to collaborate to improve student learning. 
You will be assigned to a PLC Team.
You will meet each Monday during class time to: 
1) complete an activity together
2) share the Google Presentation Slides and Notes you made during your individual preparation 
3) record minutes or notes on your PLC meeting in a Google Doc that is already created and linked from the course web page.

The PLC goal is success for every team member.
The TAs and instructor will visit PLC meetings.

5 points for attending PLC meeting.

4. Class Attendance and Participation
Be prepared to share your slides and PLC meeting notes in class.  
Take a quiz on Learning Suite to confirm that you attended class and resisted the social media temptation. 
5 points for each day you attend and take the quiz. .

5. Unit Projects and Unit Exam.
There are two projects. 

Project 1: Knowing When They've Learned - Assessment
  • Finalize the Google Presentation you have been developing each week and teach it in an individual interview/meeting with Dr. Wilkinson.
  • Up to 50 points for Google Presentation
  • Up to 50 points for quality teaching/interview
Remember, you will be building the Google Presentation and receiving feedback from the TAs and instructor on your progress weekly.

Project 2: Writing Assessment Items for the Unit Exam
Project 2 involves summarizing the preparation resources for the week, writing learning targets for the concepts in the readings and writing an assessment item for each learning target.
Here is a summary of the project elements:

For each week you will:

  1. Explain the main points or concepts in the reading or video resources. Your task is to write a brief, accurate response to the prompts for the assigned preparation resources.

  2. Write 3 learning targets for the things you learned in the preparation resources. These targets will be written at the Bloom’s level of learning assigned.

  3. Write three assessment items (one for each learning target) using the assessment method that matches the assigned level of learning (Bloom’s).

6. Key Terms and Course Survey
Key terms will be defined in a glossary for each week. 
The final exam will assess your knowledge of the terms.
50 points.

Course Survey and Student Ratings 
This survey asks general questions about your experience in this course.
10 points

Course Policies
Late Work 
Late work will be penalized 10% of the earned grade.

Points lost for not attending PLC meetings or class may not be made up. There are 14 weeks of classes and 13 weeks of PLC team meetings. This means you can miss 2 classes and one PLC meeting without losing the points. Circumstances may require additional consideration which will be weighed on merit. It is a good idea to be proactive in notifying the instructor.

To make certain that full points are earned is to ask for feedback in advance of the project due date. The instructor and TAs will provide feedback once on one "serious and final" draft of the project prior to turning it in for a grade. The request for feedback must be made three days before the project due date in order to give time for reviewing the project and for your revisions.

Point Recovery
There is no extra credit for earning low point totals on the projects. Recovery is achieved by re-doing the project to accommodate one cycle of feedback and improve the quality of the work. HOWEVER, there is 10% penalty deducted from the earned revised score. Why? The reason for this penalty is that the project could have been reviewed in advance and redone before turning it in for a grade. Feedback is a ky to learning success. We strongly suggest you take advantage of feedback.

Course Assessment and Grading

Summary of How Points are Earned

Assessment Components Points 
Prepare for class - 10 points per week 120 
PLC meeting attendance - 5 points per week 60 
Class Attendance - 5 points per week  60 
Project 1  -  50 points for slides, 50 points for interview with instructor100 
Project 2  -  100 points for unit exam100 
Final - Key Terms - 50 points, online exam in Learning Suite50 
Final - Course Survey - 10- points, online survey in Qualtrics  10 
Total Points  500 

 Points   Grades

University Policies

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at, or 1-888-238-1062 (24-hours).

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.