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Education Major Version

ED 608 Assessment
Schulte, Marthann


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.

School For Education Mission Statement
The 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.



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.

School For Education Vision Statement
The 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


Course

ED 608 Assessment

Semester

U1P 2009 DL

Faculty

Marthann Schulte, PhD

Title

Assistant Professor of Education

Office Location

College for Distance Learning - Parkville, MO

Office Hours

online

E-Mail

mschulte@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required Text: Educational testing and measurement: Classroom application and practice.  Eighth Edition. New York, NY: John Wiley and & Sons, Inc.

Authors: Tom Kubiszyn & Gary Borich 
 

Cover image for product 0471700053

ISBN: 978-0-471-70005-0

Order Texts at:

http://direct.mbsbooks.com/park.htm

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.
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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED608 Assessment: A study of qualitative and quantitative tests and measurements including naturalistic, case study, and longitudinal methods of assessment. A minimum of three (3) hours of practicum experience in the field is required.

Educational Philosophy:
The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

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
  2. Analyze educational assessment from various perspectives including the classroom teacher, students and parents.
  3. Practice using 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. Practice professional and ethical standards.
  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)
  8. Communicate assessment results to students, parents, and peers
  9. Utilize assessment results to inform 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 educational settings and have adequate technological skills to create meaningful learning opportunities for all students.


Core Assessment:

This course is designed to address issues relating to formal and informal assessment, teacher-made tests, authentic assessment as well as standardized tests. The core assessment for this course will determine the student’s proficiency in developing appropriate assessment instruments for classroom use, and in interpreting information from standardized tests to other professionals and parents. Reflections of each of these activities and a Power Point presentation describing at least one assessment technique and how it can be used to benefit students should be written clearly and concisely with logical progression of ideas and supporting information and no errors in writing mechanics.


Link to Class Rubric

Class Assessment:

Assessment of Discussion Threads. 10 points per thread (180 points total): DIscussion threads will be graded using the Discussion Rubric Guidelines listed below.

Discussion Rubric Guidelines

Discussion postings that meet all criteria will receive the highest points possible at that level. Postings that meet mixed levels of criteria will receive a score within the point range of the appropriate levels.

Participation in discussion activities can only be measured by the date on the discussion posting. Participating 3 times during the week is measured by postings on 3 different days or 3 separated chunks of time. There may actually be 5-6 postings, but participation only occurred 3 times during the week.

For example, you may post early in the morning of day 1 and then post again late in the evening on day 1. This could equate to 2 separate days of posting because the postings were separated by a substantial passage of time. The goal is to post, read the postings of others, allow time for others to respond to your postings and then post yet again after time for reflection and consideration. These strategies will lead to a rich, dynamic, and active discussion experience for all. 

A Discussion (92-100%): Distinguished/Outstanding

Students earning an “A” for discussion activities have participated 3 or more times during the week and have posted outstanding information.

“A” discussion postings

·         are made in time for others to read and respond

·         deliver information that is full of thought, insight, and analysis

·         make connections to previous or current content or to real-life situations

·         contain rich and fully developed new ideas, connections, or applications

B Discussion (83-91%): Proficient

Students earning a “B” for discussion activities have participated at least 2 times during the week and have posted proficient information.

“B” discussion postings

·         are made in time for others to read and respond

·         deliver information that shows that thought, insight, and analysis have taken place

·         make connections to previous or current content or to real-life situations, but the connections are not really clear or are too obvious

·         contain new ideas, connections, or applications, but they may lack depth and/or detail

C Discussion (70-82%): Basic

Students earning a “C” for discussion activities have participated at least 1 time during the week and have posted basic information.

“C” discussion postings

·         may not all be made in time for others to read and respond

·         are generally competent, but the actual information they deliver seems thin and commonplace

·         make limited, if any, connections, and those art often cast in the form of vague generalities

·         contain few, if any, new ideas or applications; often are a rehashing or summary of other comments

D-F Discussion (10-69%): Below Expectations

Students earning a “D-F” for discussion activities have participated at least 1 time during the week and have posted information that was below expectations.

“D-F” discussion postings

·         may not all be made in time for others to read and respond

·         are rudimentary and superficial; there is no evidence of insight or analysis

·         contribute no new ideas, connections, or applications

·         may be completely off topic

No participation in a discussion board activity will result in a zero for that activity.

-------------------------------------

HOMEWORK application questions.

20-40 points per week. 195 points total.
 
-------------------------
 
"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.
-----------------------
GROUPWORK: 35 points.

This will be graded on submission of the test to a partner and the feedback you give to your partner on his/her test.
 
----------------------
Quiz. 10 points.

Points per question are listed on the quiz.
 
-----------------------
Final exam.  

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

Submission of Late Work: Late work will be accepted for reduced points during the week it was to be posted. However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.

Proctored final examination : Afinal proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 
Other Information on proctored exams: It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.  Approval of proctors is the discretion of the Online instructor.  A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.  Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Course Grading Scale

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

Grading:

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

10, excellent thorough contribution(s)

8, good

6, adequate

4,  fair

 2, poor

0, no post

Submission of the HOMEWORK application questions. 20-40 points per week. 195 points total. "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.

GROUPWORK: 35 points. This will be graded on submission of the test to a partner and the feedback you give to your partner on his/her test.

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

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

Proctored final examination : A final proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 
Other Information on proctored exams: It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.  Approval of proctors is the discretion of the Online instructor.  A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.  Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Course Grading Scale

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

Late Submission of Course Materials:

Late work will be accepted for reduced points during the week after it was to be posted (for example, work due during Week 2 will be accepted only up until the end of Week 3). However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.  

Classroom Rules of Conduct:
Students will be expected to use graduate-level grammar and spelling and professional language. Use of non-professional language will not be tolerated. Personal insults toward peers or the instructor will be deleted by the instructor immediately when found, and the instructor will notify the student by e-mail that non-professional language will not be tolerated.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25
The goal of higher education is to increase your knowledge of various topics and to stimulate original thinking on the students' part.  I expect that all work that you submit is done by you and if evidence is found to the contrary, I will issue a failing grade for the assignment and for the course.

Plagiarism:

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 2008-2009 Graduate Catalog Page 25


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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

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 .

Additional Information:

Classroom Rules of Conduct:

A class week is defined as the period of time between Monday and Sunday at 12 PM MT (mountain time). The first week begins the first day of the term. Assignments scheduled for completion during a class week should be completed and successfully submitted by the due date.


Basic Rules for Online Participation



       

             
    • Students should use email for private messages to the instructor and other students. The Conference areas (discussion threads), Office area and Get Help areas are for public messages and all writings in these areas can be viewed by the entire class.
             
    • All students will participate in weekly Online discussions.  Proper "on-line etiquette," which includes courtesy to all users, will be strictly observed.

    •    



Policy #1:  Technical problems:  If you experience computer difficulties please contact the eCollege helpdesk via phone (toll free) at 1-866-301-PARK (7275) or by email at helpdesk@parkonline.org


Policy #2:  Save your work: Save every piece of work you complete to your computer’s harddrive or another storage device. This will ensure that a computer problem or potential problems with Internet components (browsers, servers, etc.) won't negate your efforts.


Policy #3:  Communication: If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, please inform me as soon as possible. 


Policy #4:  Announcements and Questions:  The Announcements (found in the Course Home main page), Office (under the Course Home section) and directions for each assignment are the best sources for finding answers about course procedures and policies.  However, if you do not see your question addressed in these areas, please post your question in the Office discussion thread or to the proper assignment/discussion thread.  Posting your questions in the threaded discussion area will allow your fellow students to benefit from your questions.  And remember, there are no stupid/silly questions.  We are all here to learn!


Policy #5:  E-Mail Procedures and Submitting



       

             
    • General e-mail: When sending e-mail other than assignments, you should identify yourself fully by name and class.
             
    • My Response Policy:  I will check my e-mail frequently. I will respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable).
             
    • When files are sent attached to an email, the files should be in either Microsoft Word, RTF, ASCII, txt, or PDF file formats.

    •    


Policy #6  Workload:  Each week’s assignments must be completed by the end of that week (Midnight MT on Sunday).  Assignments received after this time will receive a reduction in the score each day that your assignment is late.


Policy #7  Online Etiquette: All your Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an Online course.  What you put into an Online course reflects on your level of professionalism.



Students are responsible for clicking on the link below and thoroughly reading each Online course policy. 
If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies




Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content - Acquire the skills necessary to construct and/or modify a variety of classroom assessments                                                                                                                                                       
Outcomes
1,3,5,9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              

3. Exceeds expectations – clearly indicates proficiency in the graduate student's ability to develop a variety of test questions by a cumulative score of 90% or better on all teacher made tests
 
Meets expectations – indicates near proficiency in the graduate student's ability to develop a variety of test questions by a cumulative score of 80% to 89% on all teacher made tests Does not meet expectations – indicates below proficiency in the graduate student's ability to develop a variety of test questions by a cumulative score of 70% to 79% on all teacher made tests. Shows no evidence of meeting expectations – Cumulative score of less than 70% on all teacher made tests or No evidence submitted 
Analysis(1) - Categorize, in the form of a rubric, the components for the answer to the extended response test item that distinguishes factors for grading the answer                                                                                      
Outcomes
1,2,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Exceeds expectations – More than four separate factors presented Meets expectations – Three or four separate factors presented Does not meet expectations – Less than three separate factors presented Shows no evidence of meeting expectations – No evidence submitted 
Analysis(2) - Analyze, from a case study, the battery of educational assessment and communicate the assessment results to student, parents and other professionals                                                                                         
Outcomes
2,6,8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Exceeds expectations – Teacher is able to explain statistical concepts of standardized tests with 100% accuracy Meets expectations – Teacher is able to explain statistical concepts of standardized tests with 90-99% accuracy Does not meet expectations – Teacher explains statistical concepts of standardized tests with less than 89% accuracy. Shows no evidence of meeting expectations – No evidence submitted 
Application(1) - Construction of Select-Response Tests (4 binary choice, 1 unusual binary choice, 2 multiple choice and 1 matching test)                                                                                                                   
Outcomes
1,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Exceeds expectations – No test writing violations Meets expectations – Less than three test writing violations Does not meet expectations – More than four test writing violations. Shows no evidence of meeting expectations – No evidence submitted 
Application(2) - Construction of Constructed-Response Tests (2 short-answer, 1 restricted response essay item, 1 extended-response item) without any test writing                                                                                          
Outcomes
1,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Exceeds expectations – No test writing violations Meets expectations – Less than three test writing violations Does not meet expectations – More than four test writing violations. Shows no evidence of meeting expectations – No evidence submitted 
Application(3) - Construction of a Likert Scale to evaluate classroom instruction for a diverse student population.                                                                                                                                        
Outcomes
9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectations – No scale writing violations Meets expectations – less than three scale writing violations Does not meet expectations – More than four scale writing violations Shows no evidence of meeting expectations.  No evidence submitted 
Technical/Professional Skills - Using a Power Point presentation, the teacher will describe at least 1 assessment technique and provide examples of how it will be used to benefit students.                                                               
Outcomes
Technology skills 11                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Exceeds expectations- Fonts are easy to read, layout is aesthetically pleasing, Introduction draws audience in with compelling questions, content is clear with a logical progression of ideas and supporting information- elaboration and explanation Meets expectations- Sometimes fonts are easy to read but long paragraphs, color or busy background detracts from readability, Introduction is clear and coherent and relates to the topic, and Content is written with a logical progression of ideas and supporting information.  Fails to elaborate. Does not meet expectations- Readability is difficult too many different fonts, appears cluttered, Introduction shows some structure but does not create a strong sense of what is to follow, Content is vague in conveying a point of view and does not create a strong sense of purpose- cannot answer questions about subject. 0. Shows no evidence of meeting expectations

 
Professional writing skills - Reflections clearly explain professional responsibilities in relationship to educational assessment                                                                                                                          
Outcomes
10                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
. Exceeds expectations- demonstrates full knowledge with explanations and elaboration of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA (Individuals with Disabilities Education Act), practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information.
Content is written clearly and concisely with logical progression of ideas and supporting information, text is written with no errors in writing mechanics.
 
. Meets expectations- demonstrates full knowledge of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA, practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information.  Content is written with logical progression of ideas, text is written with little editing required for writing mechanics. Does not meet expectations- Demonstrates limited knowledge of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA (Individuals with Disabilities Education Act), practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information. Content is vague in conveying information. Spelling, punctuation and grammar errors distract or impair readability. Shows no evidence of meeting expectations. 

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Last Updated:5/8/2009 2:54:58 PM