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ED 608 Assessment
Ebright, Ladonna E.


COURSE SYMBOL AND NUMBER: ED608

COURSE TITLE: Assessment

COURSE DESCRIPTOR: F2PO4

TERM COURSE BEING TAUGHT:  Fall II  October 25-December 19,2004

NAME OF FACULTY MEMBER: LaDonna Ebright

TITLE OF FACULTY MEMBER: Instructor

FACULTY OFFICE LOCATION: Copley 320

FACULTY OFFICE HOURS: Mondays and Fridays or by appointment

FACULTY OFFICE TELEPHONE NUMBER: 584-6233

FACULTY PARK EMAIL ADDRESS:  Ladonna.Ebright@park.edu

OTHER FACULTY EMAIL ADDRESS: laebright@aol.com

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  October 25 – December 19, 2004

CLASS SESSIONS DAYS: Tuesday

CLASS SESSION TIME: 5-9:30PM

PREREQUISITE(S): none

CREDIT HOURS: 3

 

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.

 

COURSE DESCRIPTION: An introduction to the many facets of educational assessment, which is used to inform instructional decisions.  Students will study qualitative and quantitative tests and measurements including naturalistic, case study, and longitudinal methods of assessment.

 

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

 

COURSE OBJECTIVES:  Students will explore the many forms of assessment including authentic/embedded assessment, formal and informal assessment, tools, group achievement measures, and the Missouri Assessment Program (MAP)  The Missouri Standards for Teacher Education Programs  (MoSTEP) , National Council for Accreditation of Teacher Education (NCATE) Standards (Knowledge, Dispositions, and Performance), Interstate School Leaders Licensure Consortium (ISSLC), and National Board for Professional Teaching Standards (NBPTS) have been referenced after each goal.

1.      Students will understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (MoSTEP 1.2.8), (ISSLC 1.2), (NBPTS 1, 2, 4)

2.      Understand educational assessment from various perspectives including the classroom teacher, students and parents. (NCATE 1K, 2K, 6K, 8K), (ISSLC 2, 4), (NBPTS 3, 4, 5)

3.      Experience a variety of assessment tools utilizing formal and informal assessment measures (NCATE 1K, 3KD, 6KD, 8KD), (ISSLC 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. (NCATE 1K, 6K, 8KDP, 9KP), (ISSLC 2, 6), (NBPTS 3)

5.      Acquire the skills necessary to construct and/or modify a variety of classroom assessments Describe and utilize the foundational statistical concepts of central tendency and dispersion. (NCATE 1K, 8K), (ISSLC 2), (NBPTS 3)

6.      Understand the implementation, interpretation and utilization of norm referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP) (NCATE 1K, 2K, 3KDP, 6KD, 8KDP, 9KD, 10K), (ISSLC 2) (NBPTS 3)

7.      Effectively communicate assessment results to students, parents, and peers (NCATE 1K, 2K, 3KDP, 6KD, 7KP, 8KDP, 9 KD, 10K), (ISSLC 2, 4), (NBPTS 1, 3, 5)

8.      Utilize assessment results to inform classroom instruction for a diverse student population (NCATE 1K, 2K, 3K, 6K, 8K), (ISSLC 2) (NBPTS 1, 3)

9.      Develop an awareness of the professional (legal and ethical) responsibilities in relationship to educational assessment (NCATE 1K, 7K, 8KD, 9KD), (ISSLC 5), (NBPTS 3, 4)

10.  Understand 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), (ISSLC 2), (NBPTS 3)

 

COURSE TEXTBOOK:

            Popham, W. James. (2005) Classroom Assessment What Teachers Need to Know. Fourth edition.

                        Boston, MA. Pearson Education, Inc.

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: The instructor will not accept assignments late.  Assignments not submitted on the due date will NOT receive full credit.

 

COURSE ASSESSMENT:

 

Learning Outcomes

 

Measures of Assessment

1. Students will understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner (MoSTEP 1.2.8), (ISSLC 1.2), (NBPTS 1, 2, 4)

 

Classroom projects, Classroom discussion, Quizzes, Case studies

2.  Understand educational assessment from various perspectives including the classroom teacher, students and parents. (NCATE 1K, 2K, 6K, 8K), (ISSLC 2, 4), (NBPTS 3, 4, 5)

 

Role play, classroom discussion, quizzes

3.  Experience a variety of assessment tools utilizing formal and informal assessment measures (NCATE 1K, 3KD, 6KD, 8KD), (ISSLC 2), (NBPTS 3)

 

Classroom demonstration of various standardized assessment tools, Construction of 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. (NCATE 1K, 6K, 8KDP, 9KP), (ISSLC 2, 6), (NBPTS 3)

 

Oral and written presentation of research found on various assessment tools, Classroom discussion

5.  Acquire the skills necessary to construct and/or modify a variety of classroom assessments. (NCATE 1K, 2K, 3K, 4K, 5K, 7K, 8KP), (ISSLC 2), (NBPTS 3)

 

Construction of a variety of classroom assessments such as an informal reading inventory, use of rubrics, use of portfolios, etc.

6. Describe and utilize the foundational statistical concepts of central tendency and dispersion. (NCATE 1K, 8K), (ISSLC 2) (NBPTS 3)

 

Case reviews, quizzes, classroom discussions

7.  Understand the implementation, interpretation and utilization of norm, referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP) (NCATE 1K, 2K, 3KDP, 6KD, 8KDP, 9KD, 10K), (ISSLC 2), (NBPTS 3)

 

Review of educational journal articles (oral and written), classroom discussion, class projects-i.e., given a class, or district evaluation, determine what the information means and how it can be used to improve curriculum and instruction.

8.  Effectively communicate assessment results to students, parents, and peers. (NCATE 1K, 2K, 3KD, 6KD, 7KP, 8KDP, 9KD, 10K), (ISSLC 2, 4), (NBPTS 1, 3, 5),

 

Role play, classroom discussion, develop a dialogue for a parent/teacher conference

9.  Utilize assessment results t inform classroom instruction for a diverse student population. (NCATE 1K, 2K, 3K, 6K, 8K), (ISSLC 2), (NBPTS 1, 3)

 

Class projects, i.e.- given assessment information, determine what the information means and how it can be used to address a diverse student population, classroom discussion..

10. Develop an awareness of the professional (legal and ethical) responsibilities in relationship to educational assessment (Standards 1K, 7K, 8KD, 9KD), (ISSLC 5), (NBPTS 3, 4)

 

Review of court cases, classroom discussion, quizzes.

11.Understand theories and applications of technology in education settings and have adequate technological skills to create meaningful learning opportunities for all students (MoSTEP 1.2.11), (ISSLC 2), (NBPTS 3)

 

Student Power Point presentations, Create a rubric, Create an informal evaluation for student use in the classroom.

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 drive 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.

 

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1.

October 26

Chapter 1 Why Do Teachers Need to Know about Assessment. Take a look at one (1) of the”Cyber Stuff” web sites and report what you find.

2

November 2

Chapters 2, 3 & 4 Reliability of Assessment, Validity and Absence of Bias.  This is the cornerstone of classroom tests. Take home chapter tests – due 11/9

3

November 9

Chapter 5 Deciding What to Assess and How to Assess It – In class activity using the National Assessment of Educational Progress framework to categorize and prioritize content. Open book chapter test.

4

November 16

Chapter 6 & 7 Selected-Response Tests and Constructed-Response Tests- In class activity of ‘dos and don’ts for writing different types of items and a  class “staff development”  presentation for “how best to create essay tests.   Take home chapter tests.

5

November 23

Chapter 8 & 9 Performance Assessment and Portfolio Assessment.  In small groups, the class 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.  Portfolio assessment activity- subgroups to prepare a short presentation for parents either on the pros or cons of portfolio assessment. Take home chapter tests.

6

November 30

Chapter 10, 11 & 12 Affective Assessment, Improving Teacher-Developed Assessment, Instructionally Oriented Assessment. Homework: Develop a Likert inventory following the 8 steps in Chapter 10,  Chapter test for 12.  In class activity- In 2 person teams, presentation on “What is a reasonable approach to improving teacher-developed assessments in the real world?”  

7

December 7

Chapter 13 & 14 Making Sense out of Standardized Test Scores, Appropriate and Inappropriate Test-Preparation Practices  AND the Missouri Assessment Program (MAP) After discussion  and presentation of a variety of actual Standardized Tests, given data from the tests, role plays of presenting the information to a parent. Training on the administration of the MAP.

8

December 14

Chapter 15, Evaluating Teachers and Grading Students.   Class activities, organize thinking about how to inform colleagues, parents, or policymakers about why standardized achievement tests should not be used to evaluate instructional quality.  Using copies of standardized test items, determine the appropriateness of the test as an indicator of teachers’ instructional success.  For each item you are to make two individual judgments: 1) Is a prominent determiner of the student’s success on this item of child’s socioeconomic status or the educational level of the child’s parents?  Yes or No? 2) Is a prominent determiner of the student’s success on this item inherited academic aptitudes such as a child’s in-born verbal, quantitative, or spatial capacities? Yes or No?  Chapter 15 test

 

GRADING PLAN:

 

10 Chapter Tests @25 points each       =          250 points

13 In-class activities @20 points each =            260 points

Attendance 8 days x 5 points each        =          40 points

                                                TOTAL            550 points

 

“A”      =          495-550 points

“B”       =          440-494 points

“C”      =          385-439 points

“D”      =          330-384 points

 

Because of the intensity of this course, you MUST come to class.  The majority of your grade depends on your participation in class.