School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 608 Assessment
F2P 2007 ED
Ebright, Ladonna E.
Bachelors: Park College, Masters: KUCertification: Elementary Education K-8, Learning Disabilities, Behavior Disordered, Mentally Retarded, School Psychological Examiner, School Psychologist
911 Main, Suite 903, Kansas City, MO 64106
By appointment for Metro or Park home campus
(816) 842-6182 x 5532
Cell: (816) 210-4958
October 22-December 14, 2007
5:00 - 9:30 PM
Banks, Steven R. (2005). Classroom Assessment Issues and Practices. New York, Pearson
Barton, Linda G. (1997). Quick Flip Questions for Critical Thinking. Edupress, Highsmith Inc.
Chappuis, Jan (November 2005). Helping Students Understand Assessment, Association for Supervision and Curriculum Development 63(3), 39-43
Culham, Ruth (2006). 100 Trait-Specific Comments, A quick guide for giving constructive feedback on student writing. New York, Scholastic, Inc.
Haggart, William (2002). A Guide to the Kaleidoscope Profile: Interpreting your Styles. Arlington, TX, Performance Learning Systems, Publications Division
http://dese.mo.gov/divimprove/curriculum/unitindex.html, Curriculum, Assessment, National Assessment of Educational Progress. And Gifted Programs
Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, Virginia, Association for Supervision and Curriculum Development.
McTighe, J. & O’Connor, K, (November 2005) Seven Practices for Effective Learning. Association for Supervision and Curriculum Development 63(3), 10-17
Niguidula, David (November 2005). Documenting Learning with Digital Portfolios. Association for Supervision and Curriculum Development 63(3), 44-47
Popham, W. James (September, 2004). Why Assessment Illiteracy is Professional Suicide. Association for Supervision and Curriculum Development 62 (1), 82-83
Sattler, Jerome M. (1992). Assessment of Children, Revised and Updated Third Edition. San Diego. Jerome M. Sattler Publisher, Inc.
Stiggins, Rick (May 2007). Assessment Through the Student’s Eyes. Association for Supervision and Curriculum Development 64 (8), 22-26
Tomlinson, Carol Ann. (2003). Instructional Strategies for the Differentiated Classroom, (Complex InstructionVideo 4 and Facilitator’s Guide) (Available from Association for Supervision and Development, Alexandria Virginia)
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.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Learning Outcomes: Core Learning Outcomes
1. Students will practice and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
2.Analyze educational assessment from various perspectives including the classroom teacher, students and parents.
3. Practice a variety of assessment tools utilizing formal and informal assessment measures
4. Evaluate the quality of various assessment tools utilizing nationally recognized standards including but not limited to validity, reliability and absence of bias.
5.Acquire the skills necessary to construct and/or modify a variety of classroom assessments.
6. Describe and utilize the foundational statistical concepts of central tendency and dispersion.
7.Explain the implementation, interpretation and utilization of norm, referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP)
· MoSTEP 220.127.116.11; NCATE 1; ISLLC 2; NBPTS 3, Core #5
· School for Education Conceptual Framework; Knowledge 2e, Skills 3c, Dispositions 3g
· Assessment: Review of educational journal articles (oral and written) classroom discussions, class projects (i.e. given a class or district evaluation, determine what the information means and how it can be use to improve curriculum and instruction.
8. Communicate assessment results to students, parents, and peers.
9. Utilize assessment results to evaluate classroom instruction for a diverse student population.
10. Explain the professional (legal and ethical) responsibilities in relationship to educational assessment
11. Practice theories and applications of technology in education settings and have adequate technological skills to create meaningful learning opportunities for all students
Kaleidoscope Profile and activity 25 points
5 Chapter Tests (2,7,4,5 & 6) @25 points each 125 points
Selected and Constructed Response Items 90 points
Reflection 10 points
Book Report performance activity 10 points
Rubric for performance task 10 points
Rubric Reflection 10 points
Likert Inventory 10 points
Likert Reflection 10 points
Case Study 10 points
Case Study Reflection 10 points
Article Reflections 4 @ 10 points each 40 points
Portfolio Assessment Notebook 10 points
RTI Reflection 10 points
“A” = 387-430 points
“B” = 344-386 points
“C” = 301-343 points
Because of the intensity of this course, you MUST come to class.
Late Submission of Course Materials:
Classroom Rules of Conduct:
Assessment’s Significance to Educational Leaders, What to Measure and How to Interpret Results, High Quality Comparative Data
MoSTEP 18.104.22.168, 1.1.1, NCATE 1, ISLLC 2, NBPTS 3
Popham: Chapters 1, 2, & 7- READ
Introduction, In class discussion and practice exercises
Kaleidoescope profile in class
Reflection activity due 10/30
Quiz over Chapters 2 & 7 in class
Instructional Contribution, The Validity of Assessment-Based Interpretations, Reliability of Assessment Devices, Absence of Bias
MoSTEP 1.1.1, 22.214.171.124, NCATE 1, Isllc 2,4, NBPTS 1, 2, 4
Popham: Chapters 3, 4, 5, 6: READ
In class discussion and practice exercises
Quiz over Chapters 4, 5 & 6
What is Response to Intervention, RTI Instead of Discepancy Models, Using RTI Procedures for Assessment of Academic Difficulties, Using RTI Procedures with Students from Diverse Backgrounds; Considering Ability, Culture, Language, Race, and Relition
RTI: Chapters 1, 3, 7 & 8-READ
Reflection of RTI due 11/13
Selected-Response Items, Constructed-Response Items, Improving Test Items MoSTEP 126.96.36.199, NCATE 1, ISLLC 2, 5, NBPTS 3, 4
Popham: Chapters 9, 10 & 12: READ
WLC and Library for books for test items
Practice writing test items in class- Rough draft with peer reviews
Final copy and reflection due 11/27
Performance and Portfolio Assessment, Creating Affective Measures
MoSTEP 188.8.131.52, NCATE 1, ISLLC 2, 5, NBPTS 3, 4
Popham : Chapters 11 & 13 READ
Classroom discussion and exercises. Begin to develop performance assignment and rubric,
Video- Complex Instruction and 6+ Traits
Practice making Likert Inventory : Final copy and reflection due 11/27
Administering Educational Tests and Using the Results (Stanford 10, MAP, Standardized tests used with IDEA evaluations), Special Education Process, Case Studies, Using RTI procedures as some of Special Education Eligibilities
MoSTEP 1.1.1, 184.108.40.206, NCATE 1, ISLLC 1, 2, 5, NBPTS 3, 4
RIT; Chapter 9 READ
“Impact of Assessment on Students” various journal articles. (handouts)
Case study activity in class
Case Study assignment and reflection due 12/4
Handouts for grading- READ for 12/4
Accountability Tests: Make or Break assessments for Educational Leaders
MoSTEP 220.127.116.11, !.2.11, ISLLC 2, NBPTS 3
Popham: Chapter 15 READ
Handouts for grading discussion
Turn in Portfolio Assessment notebook
Power Point Reflection Presentations begin
Power Point Reflections Presentations
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 2007-2008 Graduate Catalog Page 24-26
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 2007-2008 Graduate Catalog Page 24-26
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 2007-2008 Graduate Catalog Page 28
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 .
Attachments:Selected and Constructed Response Test ItemsLikert InventoriesRubric for Assessment PresentationKaleidoscope Profile and Activity
Last Updated:10/31/2007 4:19:16 AM