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EDU 367 Assessment in Education
Ebright, Ladonna E.

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


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

Office Location

Copley #320

Office Hours

By Apointment

Daytime Phone

816-210-4958 (cell phone)

Other Phone

816-891-8513- home


Semester Dates

June 5, 2006- June 29, 2006

Class Days

Monday through Thursday

Class Time

MWR; 8:00 - 10:15AM, T: 7:00 - 9:15 AM


Ed203 and admission to the School of Education

Credit Hours


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

  1. Practice the use of formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (MOStep 1.2.8,NCATE 1, ISLLC 1,2, NBPTS 1,2,4)
  2. Analyze educational assessment from various perspectives including the classroom teacher, students and parents.  (MoSTEP 1.2.8, NCATE 1, ISLLC 2,4, NBPTS 3,4)
  3. Practice using a variety of assessment tools utilizing formal and informal assessment measures  (MoSTEP, NCATE 1, ISLLC 2, NBPTS 3)
  4. Evaluate the quality of various assessment tools utilizing nationally recognized standards including but not limited to validity, reliability and absence of bias.  (MoSTEP 1.2.9, NCATE 1, ISLLC 2, NBPTS 3)
  5. Acquire the skills necessary to construct and/or modify a variety of classroom assessments (MoSTEP 1.2.8, NCATE 1, ISLLC 2, NBPTS 3)
  6. Describe and utilize the foundational statistical concepts of central tendency and dispersion. (MoSTEP1.1.1, NCATE 1, ISLLC 2, NBPTS 3)
  7. Explain the implementation, interpretation and utilization of norm, referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP)  (MoSTEP1.2.8, NCATE 1, ISLLC 2, NBPTS 3)
  8. Communicate assessment results to students, parents and peers. (MoSTEP 1.2.8, NCATE 1, ISLLC 2,4, NBPTS 1, 3)
  9. Utilize assessment results to inform classroom instruction for a diverse student population. (MoSTEP 1.2.8, NCTE 1, ISLLC 2, NBPTS 1, 3)
  10. Explain professional (legal and ethical) responsibilities in relationship to educational assessment (MoSTEP 1.2.9, NCATE 1, ISLLC 5, NBPTS 3,4)
  11. Practice theories and applications of technology in educational settings and have adequate technological skills to create meaningful learning opportunities for all students. (MOStep 1.2.11, ISLLC2, NBPTS 3)

Core Assessment:

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.)

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

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

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

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.



Performance Assessment

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



Portfolio Assessment MoSTEP

Chapter Quiz 8 is due.  Chapter 9- Portfolio assessment activity- Pros and Cons of Portfolio assessment.  Development of a Portfolio



Affective Assessment MoSTEP

Chapter Quiz 9 is due.  Chapter 10- We will develop a Likert inventory following the 8 steps (p232-233) in class.  Write to MoSTEP &



Improving Teacher-Developed Assessment, Instructionally Oriented Assessment MoSTEP

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

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



Evaluating Teachers and Grading Students MoSTEP

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 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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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: .


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Last Updated:5/23/2006 9:24:06 PM