EDU 367 Assessment in Education
UJU 2006 HO
Ebright, La Donna E.
Assistant Professor- School of Education
Masters + / Elementary Education K-8, Special Education: Learning Disabilities, Behavior Disorders, Mentally Retarded; School Psychological Examiner, School Psychologist
816-210-4958 (cell phone)
June 5, 2006- June 29, 2006
Monday through Thursday
MWR; 8:00 - 10:15AM, T: 7:00 - 9:15 AM
Ed203 and admission to the School of Education
Textbook: Popham, W. James. (2005) Classroom Assessment, What Teachers Need to Know. Fourth edition. Boston, MA. Pearson Education, Inc.
Textbooks can be purchased though the Parkville Bookstore
Additional Resources: 1 1/2" to 2" notebook with dividers
Course Description: This course is designed to address issues relating to formal and informal assessment, teacher-made tests, authentic assessment, as well as standardized tests. Emphasis will be on tests utilized in Missouri. Prerequisites: EDU203 and admission to the School for Education. Ideally it should be taken simultaneously with the appropriate 359 “Stategies” class. To be taken simultaneously with Practicum 3:0:3
Learning Outcomes: Core Learning Outcomes
Oral and written presentation of
research found on various assessment tools
Class Assessment: Chapter Quizzes, development of various classroom assessments (i.e., Likert Inventory, developing questions for a classroom test, Rubric, Portfolio, etc.)
Grading: GRADING PLAN:
Portfolio Core Assessment 595 Total points
15 Chapter Tests @25 points each = 375 points
Likert Inventory = 30 points
Likert Reflection 10 points
Questions for a test= 70 points
Questions Reflection 10 points
Case Study= 10 points
Case Study Reflection 10 points
Rubric development = 10 points
Rubric Reflection 10 points
MoSTEP Standards ( 6 @ 10 points each) 60 points
Reflections presentation = 50 points
Attendance 16 days x 2 points each = 32 points
TOTAL 677 points
“A” = 609-677 points
“B” = 543-608 points
“C” = 474-542 points
“D” = 406-473 points
Late Submission of Course Materials: The instructor will not accept assignments late. Assignments not submitted on the due date will NOT receive full credit.
Classroom Rules of Conduct: Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.
Why Do Teachers Need to Know About Assessment? (MoSTEP 188.8.131.52)
Chapter 1-Find 1 web site that tells you what NCLB says about testing? Print the information and report what yu find. Discussion on best Professional Practice in administration of Standardized Tests. You will complete the Educational Assessment Confidence Inventory in class.
Reliability of Assessment MoSTEP1.1.1
Chapter Quiz 1 is due
Chapter 2- this is the conrerstone of classroom tests
Validity MoSTEP 1.1.1
Chapter Quiz 2 is due, Chapter 3 discussion in class
Absence of Bias MoSTEP 1.1.1
Chapter Quiz 3 is due
Chapter 4- We will write to MoSTEP 1.1.1 We will also look at 6 trait writing assessment
Deciding What to Assess and How to Assess It MoSTEP 184.108.40.206
Chapter Quiz 4 is due - 6 Trait Writing Assessment due. Read Chapter 5. We will do an in-class activity using the National Assessment of Educational Progress Framework to categorize and prioritize content. Impact of High Stakes Tests in the classroom NCLB issues.
Tuesday & Wednesday
Selected-Response Tests and Constructed-Response Tests MoSTEP 220.127.116.11
Chapter Quiz 5 is due Chapter 6 AND 7- In class activity of "dos and donts" for writing different types of items--how to create essay tests.
Chapter Quiz for 6 and 7 are due. Chapter 8- In class we will develop a performance test and rubric for a skill similar in cognitive demand to the one addressed in Figures 8.4 and 8.5. Write to MoSTEP 18.104.22.168
Portfolio Assessment MoSTEP 22.214.171.124
Chapter Quiz 8 is due. Chapter 9- Portfolio assessment activity- Pros and Cons of Portfolio assessment. Development of a Portfolio
Affective Assessment MoSTEP 126.96.36.199
Chapter Quiz 9 is due. Chapter 10- We will develop a Likert inventory following the 8 steps (p232-233) in class. Write to MoSTEP 188.8.131.52 & 184.108.40.206
Improving Teacher-Developed Assessment, Instructionally Oriented Assessment MoSTEP 220.127.116.11
Chapter Quiz 10 is die. Chapters 11 & 12- Use the WEB to find articles to answer the following questions: What is a reasonable approach to improving teacher-developed assessment in the real world? AND How can you motivate teachers to use instructionally oriented tests when they begin their teaching careers?
Making Sense out of Standardized Test Scores MoSTEP 1.1.1
Chapter Quiz 11 & 12 are due. Chapter 13. After discussion and presentation of a variety of actual Standardized Tests, given data from the tests, role-play of presenting the information to a parent. We will also cover pre-assessment interventions and documentation used before a student is referred to a special educaton team for evaluation.
Monday & Tuesday
Appropriate and Inappropriate Test-Preparation Practices MoSTEP 18.104.22.168
Chapter Quiz 13 is due. Chapter 14- Handout on strategies for preparation for the MAP Best practices for preparing students for taking tests MAP handouts- discussion. Write to MoSTEP 22.214.171.124
Evaluating Teachers and Grading Students MoSTEP 126.96.36.199
Chapter Quiz 14 is due. Chapter 15- Class activities; Use the WEB to find strategies for grading students. Bring your ideas so they can be compiled with the rest of the class findings so you will have a variety of ideas when you are in the classroom.
On this last day, you will present your reflections via Power Point of what you have learned during this course. As a classroom teacher, what kind of evaluation do you believe will give you the best informaton about your students? Write to MoSTEP 1.2.11
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Undergraduate Catalog Page 85-87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Undergraduate Catalog Page 89
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:5/23/2006 9:24:06 PM