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ED 608 Assessment
Lovern, J. Jeannette

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 608 Assessment


U1P 2007 DL


Lovern, J. Jeannette


Adjunct Faculty


Ph.D. in Education

Office Hours

by appointment

Daytime Phone



Semester Dates

June 4 through July 29, 2007

Class Days


Class Time




Credit Hours



Kubiszyn, T. and Borich, G. (2007).  Educational testing and measurement: Classroom application and practice.  (8th ed.). New York, NY: John Wiley and & Sons, Inc.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
A study of qualitative and quantitative tests and measurements including naturalistic, case study, and longitudinal methods of assessment. 3 cr.

Educational Philosophy:

I believe all students can learn. I believe assessment is important and broad-based. I believe in the online environment, as in a face-to-face course, the learner must engage fully with the material as all real learning takes place in the learner's brain. However, interaction can facilitate this.

Learning Outcomes:
  Core Learning Outcomes

  1. Students will practice the use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (MoSTEP, (NCATE 1), (ISLLC 1,2), (NBPTS 1, 2, 4)
  2. Analyze educational assessment from various perspectives including the classroom teacher, students and parents. (MoSTEP (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. Practice professional and ethical standards. (MoSTEP, (NCATE 1), (ISLLC 2), (NBPTS 3)
  5. Acquire the skills necessary to construct and/or modify a variety of classroom assessments (MoSTEP, (NCATE 1), (ISLLC 2), (NBPTS 3)
  6. Describe and utilize the foundational statistical concepts of central tendency and dispersion. (MoSTEP 1..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) (MoSTEP, (NCATE 1), (ISLLC 2) (NBPTS 3)
  8. Communicate assessment results to students, parents, and peers (MoSTEP, (NCATE 1), (ISLLC 2, 4), (NBPTS 1, 3)
  9. Utilize assessment results to inform classroom instruction for a diverse student population MoSTEP, (NCATE 1), (ISLLC 2) (NBPTS 1, 3)
  10. Explain the professional (legal and ethical) responsibilities in relationship to educational assessment (MoSTEP, (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), (ISLLC 2), (NBPTS 3)

Core Assessment:

Class Assessment:


"The Best Test I've Ever Written" and rationale. (175 points) This test will be graded based on its format and on the rationale you include to explain why each part of the test was written as it was.

The rest of the grade is based on the following assessments:

Homework assignments to demonstrate mastery of information in the text, postings to forums discussing various aspects of assessment, development of a variety of classroom assessments and statistical analyses, a final project, and a final exam.

Submission of the HOMEWORK application questions. 20-40 points per week (as noted on each week's assignment) for Weeks 1-7  (195 points total)

Quizzes. 10 points. Points per question are listed on the quiz.

Contribution to the discussion threads. 10 points per thread (180 points total)

Final exam (200 points total) Points per question are listed on the exam.


Submission of the HOMEWORK application questions. 20-40 points per week (as noted on each week's assignment) for Weeks 1-7  (195 points total)

Quizzes. 10 points. Points per question are listed on the quiz.

Contribution to the discussion threads. 10 points per thread (180 points total):

Grading Rubric for the Discussion Threads


For each thread you will be graded as follows:



Minimal Performance

Adequate Performance

Excellent Performance

Initial posting

Respond to discussion questions with applicable information and concepts to answer the question. Go beyond just providing the answer but include analysis, insight, contrast, or parallels to personal experiences. Adequate length is about 200 words per 'initial' posting.


Occasionally posts off topic; most posts are short in length and offer no further insight into the topic; 50-100 words for the initial posting.









Frequently posts topics that are related to discussion content; prompts further discussion of topic; 100 - 200 words for the initial posting.








Consistently posts topics related to discussion topic; cites additional references related to topic; Provide valuable and thoughtful feedback for peers with constructive criticisms and critiques; >200 words for initial posting.



Response to a peer

Present original thoughts and ideas in postings, (avoid simple agreement or disagreement with, or restatement of other's postings)

Unclear connection to topic evidenced in minimal expression of opinions or ideas




Opinions and ideas are stately clearly with occasional lack of connection to topic.




Expresses opinions and ideas in a clear and concise manner with obvious connection to topic.



of Expression

College-level grammar and spelling is expected for all posts. Use complete sentences and the conventions of standard English.

Misuse of language prevented understanding of posts to other readers.


Good usage of language. Several grammar/spelling errors.


Appropriate usage of language. Minimal grammar/spelling errors.



Total possible for each thread: 10 points



The final project will be graded using the following criteria:


Do they contain measurable verbs?



Can the students accomplish them?

The Test

Are there a variety of question types?





Are the items well-constructed?

Do the items contain professional language and correct grammar/spelling?

Q by Q Rationale

Do the questions meet the objectives?



Is the rationale for each question accurate?

Overall Rationale

Does the overall rationale reflect good understanding of test construction?









Final exam (200 points total) Points per question are listed on the exam.

Course Grading Scale

A = 90- 100%       B = 80-89%       C = 70-79%      D = 60-69%      F = < 60%

Late Submission of Course Materials:

Work should be submitted to the dropbox or posted in the forum by the deadlines listed. Late work will be accepted for reduced points during the week following the week it was to be posted. The work will be graded and the student will then receive 85% of those points for the late work. However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.

All times are Central Standard Time.

Classroom Rules of Conduct:

Respect for self and others is expected. Derogatory remarks toward self or another person posted in the forums will be removed by the instructor and the learner will not receive points for that posting.

Course Topic/Dates/Assignments:

Week of June 4--Unit 1--Intro to Assessment (Chapters 1-3)
Week of June 11--Unit 2--Learner Outcomes and Objectives (Chapters 4-5)
Week of June 18--Unit 3--Creating Assessments (Chapter 6-9)
Week of June 25--Unit 4--Analyzing Tests (Chapter 10-12)
Week of July 2--Unit 5--Measures of Variability and Correlation (Chapters 13-14)
Week of July 9--Unit 6--Validity, Reliability, and Error (Chapters 15-19)
Week of July 16--Unit 7--Standardized Tests (Chapters 20-21)
Week of July 23--Unit 8--Summing Up and Showing Off (Final Project, Final Exam)

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 2006-2007 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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:5/20/2007 9:50:08 AM