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
EDU 367 Assessment in Education
SP 2008 HO
Shorley, Marlin D.
Master of Arts Counseling UMKCLicensed Professional CounselorCertified School Psychologist
Copley Hall/Park University
5:30 - 8:00 PM
Popham, W. James. (2006) Assessment for Educational Leaders
Boston, MA. Pearson Education, Inc. ISBN 0205424007
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 email@example.com 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
Oral and written presentation of research found on various assessment tools
Myers Briggs Profile 20 points
Reflection 10 points
Selected and Constructed Response Items 90 points
Likert Inventory 10 points
Rubric for Performance Assessment 10 points
Case Study 10 points
Chapter Reflections 4 @ 10 points each 40 points
Participation e-companion 8 times @5 point’s ea. 40 points
Reflection Presentation and Portfolio (CORE) 60 points
TOTAL 330 points
“A” = 297-330 points
“B” = 264-296 points
“C” = 231-263 points
“D” = 198-230 points
Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: Prior arrangements must be made with the instructor for late assignments. Assignments not submitted on the due date will NOT receive full credit.
Classroom Rules of Conduct:
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 drives 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.
Orientation and complete Meyers Briggs Profile
Assignment- Reflection on your profile. (Rubric for reflection) due 8/23 (MoSTEP 184.108.40.206
Read Chapters 1 & 2 of the text
In class discussion and practice exercises
Assignment: Reflection of chapter 1 & 2 (Rubric-chapters) d
Read Chapters 3 & 4 of the text
Assignment: Reflection of chapters 1-2 & 3- 4 due 2/6
Read Chapters 5 & 6
Assignment: Reflection of chapters 5 & 6 due 2/13
Read Chapter 7 & 8
In class discussion and practice exercises
Assignment: Reflection on chapters 7 & 8 (Rubric)
Meet at the Library for library orientation and choose book to use for development of constructed and selected response items. Bring your student ID to check out books
Assignment: Read your chosen book from the library, Read chapter 9 from the text.
We will review Chapter 9 and then we will begin developing selected-response items in class.
Assignment- Develop questions based on content of your library book and bring them for peer review on 2/20.
Peer review of your developed selected-response questions.
Assignment: Make corrections, etc. on your questions –they will be due ______
Read Chapter 10
We will review Chapter 10 and then we will begin developing constructed-response items in class.
Assignment: Develop constructed-response items based on content of your library book and bring them for peer review on
Peer review of your developed constructive response items in class
Assignment: Make corrections, etc on your questions-they will be due
Read Chapter 11
Discussion of Chapter 11. In class video and activities using the 6+ trait scoring for performance. Using rubrics. Begin developing rubrics.
Practice development of rubrics. If available, we will use the computer lab to develop rubrics.
Assignment: Develop rubrics using your chosen book from the library and your essay questions to develop a rubric. Due for peer review ______. Final copy due _______
Peer review of rubrics. Final copy due ________. Discussion of Portfolios.
Assignment: Read chapter 12
Discussion of chapter 12, in class quiz over chapter
Assignment: Read Chapter 13
Review of Chapter 13. Begin development of a Likert Scale in class.
Assignment: Develop a Likert Scale, based on the age group you would like to teach. Due for peer review ______
Peer review of Likert Scales. Final scale due _______
Assignment: Read Chapter 14
Reflections of your development of: (see Rubric)
Performance Assessment (Portfolio/Rubrics)
Your reflections are due ___________
Review of Chapter 14 in class. Begin discussion of Standardized Tests.
Assignment: Go to the Missouri Department of Elementary and Secondary Education web: http://dese.mo.gov/divimprove/curriculum/unitindex.html.
Prepare an information page for your Assessment Portfolio answering the following questions:
As a teacher, what resources are available to help you prepare your students and yourself for the MAP?
What information is available to you about your school?
What are the professional/ethical issues in standardized testing?
MAP and other commonly used group tests.
(handouts in class)
Assignment: Formulate ideas for your Reflection Presentation.
Standardized Test: Wechsler Intelligence Scale for Children
Assignment: work on your Reflection Presentation
Standardized Test: Stanford Binet Scales of Intelligence
Wechsler Intelligence Scales, Woodcock Johnson, Wechsler Individual Achievement Test etc.
Tuesday: Standardized Test: Woodcock Johnson Tests of Achievement/
Thursday: Interpretation of test results. Case studies in class.
Assignment: You will be given a case study to write a diagnostic summary to determine whether or not this student may qualify for special services. If the determination is “yes”, how was that determined? (Guidelines given in class) Due 4/9.
Tuesday: Presentation of your case study findings in class.
Assignment: Reflection of the process of analyzing assessment information for your case study.
Current issues in the field of Assessment including methods of grading.
Assignment, choose one article provided for this class and write a reflection about it. Due
Begin writing to MoSTEP Standard 1.2.8 It is due 12/4. Your Assessment Portfolio is also due 12/4.
Share reflections of current assessment issues
Turn in MoStep Standard and your assessment portfolio
Spring classes end May 9 , 2008
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 Undergraduate Catalog Page 85-86
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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 .
LIKERT INVENTORIES- 10 POINTS
(MoSTEP .2.8.1, NCATE 1, ISLLC 2, NBPTS 3)
Choose the affective variable you want to assess from the list below: (note: avoid political and religious values)
Positive attitudes towards learning
Positive attitudes towards self
Positive attitudes towards self as a learner
Subject related interests (math science, etc)
Interest in reading
Interest in emerging technology
Value targets (honesty, integrity, justice, or freedom)
Generate a series of favorable and unfavorable statements regarding the affective variable. (General rule- 10 for secondary students, 5 or 6 for elementary students)
In class, Get at least 2 people to classify each statement as positive or negative. (Toss out any statement that is not unanimously positive or negative)
Decide on the number and phrasing of the response options for each statement
Prepare the self-report inventory, giving students directions regarding how to respond and stipulating that the inventory must be completed anonymously.
Administer the inventory to your classmates.
Score the inventories
Identify and eliminate statements that fail to function in accord with the other statements (internal consistency)
Turn in final inventory for grading.
ASSIGNMENT FOR Selected and Constructed Response Test Items
Based on the excerpt you have chosen from the library, you are to develop the following types of test questions: (total: 90 points)
Write 4 binary-choice test items (true-false)
Write 2 multiple-choice test items
Write 1 matching test item
****BONUS Optional- Unusual Multiple Binary Choice
Write 2 short-answer test items.
Write 2 Essay test items as follows:
One should be a restricted-response item
One should be an extended-response item
Develop EITHER a holistic OR an analytic scoring guide for the extended-response item (b).
SCORING CHECKLISTS FOR Selected and Constructed Response Test Items
(MoSTEP 220.127.116.11, NCATE 1, ISLLC2) 90 points
___ Directions are concise/clear
___ No ambiguous statements (pronouns avoided)
___ No unintentional clues
___ Straight forward, simple sentences
___ Vocabulary is suitable for the task
___ Only use 2 options (i.e. “T/F, Y/N, C/I” etc)
___ A superficial analysis suggests the wrong answer
___ No “negative” statements or absolutes
___ One concept in statement
___ Equal number of items for each category
___ Similar statement length in each category
“UNUSUAL MULTIPLE BINARY CHOICE” (optional-bonus points)
___ Vocabulary is suitable for the task
___ Separate item clusters vividly from one another
___ Each item meshes well with the cluster stimulus
___ The stem is self-contained and clearly describes the task
___ No “negative” stated stems
___ Answers are in random, alternative positions
___ Never use “all of the above” BUT can use “none of the above”
___ Premises on left side of paper
___ Response selections on right side of paper
___ Premises/responses are homogeneous
___ No more than 10 premises
** SHORT ANSWER
___ Direct question rather than incomplete statements for young students
___ Structure the item so that a response should be concise
___ Place blanks in the margin for direct questions or near the end of incomplete
___ For incomplete statements use only 1 or at most 2 blanks
___ Make sure blanks for all items are equal in length
___ Convey to students a clear idea regarding the extensiveness of the response desired
___ Construct items so that the student’s task is explicitly described
___ Provide students with the approximate time to be expended on each items as well as
each item’s value
___ Do not employ optional items
___ Restricted-response – decisively limit the form and content of students’ response
i.e. “no more than 25 words”
___ Extended-response – These items provide students with far more latitude in
responding. Limit the space available to write – limit the number of extended
response items in a test.
HOLISTIC OR ANALYTIC SCORING GUIDE FOR EXTENDED-RESPONSE
Holistic and Analytic add for Analytic
Unaceptable Satisfactory Outstanding
Factor (0 points) (1 point) (2 points)
___ Organization ___ ___ ___
___ Communicative Clarity ___ ___ ___
___ Audience Adaptation ___ ___ ___
___ Word Choice ___ ___ ___
___ Mechanics (COPS) ___ ___ ___
Name of person presenting: _________________________ Date________________________
Based on the reflections you have written for this class, choose 1 (one) or 2 (two) ideas you believe will help you in the world of assessment. Using a power point presentation, you are to describe the assessment technique and provide examples of how you will use it to benefit your students. You need to turn in a copy of your power point on the day of presentation.
0 points-no evidence
The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience’s interests or goals
The introduction is clear and coherent and relates to the topic
The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.
0 points no evidence
The content is written clearly and concisely with a logical progression of ideas and supporting information. The student demonstrates full knowledge (more than required) with explanations and elaboration
The content is written with a logical progression of ideas and supporting information. The student is at ease with content, but fails to elaborate
The content is vague in conveying a point of view and does not create a strong sense of purpose. The student is uncomfortable with information and cannot answer questions about subject.
Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way
Presentation shows an attempt at originality and inventiveness on 1 or 2 slides
The fonts are easy to read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.
Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. The layout uses horizontal and vertical white space appropriately
Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.
The text is written with no errors in grammar, capitalization, punctuation, and spelling
The text is clearly written with little or no editing required for grammar, punctuation, and spelling
Spelling, punctuation, and grammar errors distract or impair readability
Unable to read
Student used a clear voice and correct, precise pronunciation of terms
Student’s voice is clear. Student pronounces most words correctly
Student incorrectly pronounces terms. Audience members have difficulty hearing presentation
Last Updated:2/2/2008 8:24:12 AM