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 2009 ED
Singer, Marietta N.
Visiting Assistant Professor
Ph.D. Administration, Curriculum and InstructionM.Ed. Educational AdministrationB.S. Elementary Education
Herr House, Room 18, Parkville, Campus
5:00 - 9:30 PM
Textbook: Classroom Assessment: What Teachers Need to Know (5th Edition, Popham)
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This course is designed to increase PK-12 classroom teachers’ or administrator’s understanding and skill in interpreting standardized assessments and formal and informal classroom assessments, and in developing appropriated assessments for classroom use. The course will emphasize the connection between assessment, curriculum and instruction. Students will create a variety of assessments for classroom use.
Learning Outcomes: Core Learning Outcomes
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 RubricClass Assessment:
Due Class Date
Sessions 2-8 Study groups review key elements of each chapter, use study guide, and discuss content in class
Content, philosophy, application
Data analysis and assessment implications – 1 page written analysis of data and a description of what could be done to improve student achievement based on the data. Group or individual project
Analyze assessment data in class weeks one and two. Work on analysis in small group.
· Analysis is due session 4
· Share analysis with session 4
· Be prepared to share your school improvement plan with the class
After analyzing a variety of data weeks 1-3 develop a SIP based on the strengths and weaknesses identified in the data analysis. You will have some class time to work on this.
· Identify probable causes of poor student achievement and possible actions steps to address the issues identified
· Work on the SIP weeks 3 & 4. Due & share week 5.
Content, philosophical base, practical application
· Analyze assessment during fourth week of class and write the critique -due the 6th week.
· It may be a group project. Bring to class or Email.
· Will discuss in class – not a formal presentation.
· Address the appropriate standards related to assessment if you are an MAT or Ed. Leadership student required to do a portfolio
· Discuss and develop ideas about assessment in class, and in small groups during first 6 sessions.
· Make note of important ideas you gain from the text and from your classmates
· Use the what you learned during data analysis, too
· Prepare written reflection and share the seventh week. Group or individual project.
· You will have some time to work on this during class
Collaboration, philosophical base, application, leadership
Begin working on it during second or third week, and complete by 8th week. You will have time to work on this during class.
You (or your group) will present your project during the final class session. Bring to class
140-169 points or 70-79% = “C”
*You are always welcome to submit work early for feedback. That will give you time to make corrections if needed.
Late Submission of Course Materials:
Graduate students are expected to complete their assignments and turn them in according to the class expectations as shown in the syllabus. Late work will be accepted, but at a reduced point value. If and emergency occurs, please contact you professor and make arrangements to complete the work as soon as possible.
Classroom Rules of Conduct: Graduate students are expected to treat others with respect. Cooperation and collaboration are key to a successful learning environment.
Course Topic/Dates/Assignments: See the Assignment and Pacing Guide
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 2009-2010 Graduate Catalog Page 31
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 2009-2010 Graduate Catalog Page 31-32
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 2009-2010 Graduate Catalog Page 35
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: This class also addresses the following National Board Standardsfor Professional Teachers
· Professional skills in using instructional strategies and methods of inquiry supported by wisdom of practice/research. (NBPTS 2, 5, 6, 7)
· Decision making and planning skills based on knowledge of content areas, best practices, and curricular goals. (NBPTS 1, 2, 5, 8, 10)
· Commitment to ethical practices and professional standards. (NBPTS 1, 4, 9)
· Ability to select and develop learning objectives at the correct level of difficulty. (NBPTS 1, 2, 5, 6, 7, 8, 12)
· Ability to develop and interpret multiple assessment strategies to help ensure the continuous development of the learner. (NBPTS 1, 2, 7, 8)
· Ability to incorporate different approaches to learning. (NBPTS 1, 2, 3, 4, 5, 6, 7, 8)
· Strong advocacy for students, lifelong learning, and freedom of inquiry. (NBPTS 9, 10, 11, 12, 13)
· Ability to become inclusive educators who can provide service to a diverse community. (NBPTS 1, 3, 4, 6, 7, 8, 13)
· Ability to diagnose education problems and devise prescriptive strategies. (NBPTS 1, 5, 8, 10)
· Ability to integrate learning experiences for learners at all levels. (NBPTS 1, 2, 4, 7, 8, 10, 13)
· Ability to collaborate with educators at different levels. (NBPTS 11, 12)
· Technology skills for gathering, analyzing information, enhancing instructional practices increasing professional productivity and managing change. (NBPTS 13)
Last Updated:10/19/2009 4:46:00 PM