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Park University School for Education Conceptual Framework
ED 608 Assessment
F2P 2010 ED
Singer, Marietta N.
Ph.D. Administration, Curriculum and Instruction, University of Nebraska - LincolnM.Ed. Administration, University of Nebraska - LincolnB.S. Elementary Education - Missouri Western
Room 19, Herr House, Parkville Campus
October 18, 2010 - December 6, 2010
5:00 - 9:30 PM
ISBN:0137002335 ISBN-13:9780137002337 Classroom Assessment : What Teachers Need to Know/ Edition 6
by W. Popham, PUB. DATE: 2010PUBLISHER:Prentice Hall Book Price: $84.15
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Also watch for teacher decision making based on informal assessment methods. Does he/she try to clarify if there seems to be some confusion? If not, did he/she need to do that? Think about what you would do if it were your classroom.
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”
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:
Classroom Rules of Conduct:
Graduate students are expected to treat others with respect. Cooperation and collaboration are keys to a successful learning environment.
· Review Course Outcomes and student expectations
· Assessing prior knowledge
· The purpose of assessment – Why do we assess?
· Standards, standard terminology and standardized tests
· No Child Left Behind legislation
· Review Doctrine of “No Surprises” Assessment, Curriculum and Instruction connection
· Test ethics
· Grade Level Expectations
· Analyzing general data from state assessments
· Understanding assessment of learning – How do we know they really “got it” (Mastery).
· Activity: Developing a rubric/scoring guide - Chocolate chip cookies
1. Identify a copy of a multiple item assessment that you, or a peer would give students. Select an assessment that you would like to rewrite as your final project. We will analyze it and rewrite and revise some of the items in class during class sessions. This will give you a head start on your final balanced assessment project.
2. Week1- Read chapters 1, 2 & 3 in Classroom Assessment
3. Begin organizing ideas for your data analysis and implications paper. It is due session 4.
4. As you work on the data analysis and implications paper, think about what you could do at the school or district level to improve student achievement. Use these ideas for your Assessment Improvement Plan. The AIP will be due session 5.
5. Begin organizing your ideas about assessment for your reflection on assessment paper. As you read your assignments and do research, start keeping notes on the pro and con aspects of NCLB and strengths and weaknesses of standardized and classroom assessments. Think about how you would improve assessment in your classroom, school or district. It should also include how it relates to the appropriate standards – MoStep, ISLLC, or NBST. It is due session seven.
· Critical Reflections from the texts- small and whole group discussion
· Share 2nd scoring guide: Chocolate Chip Cookies
· Continue data analysis work during session one
· Rationale for using balanced assessments
· Essential Assessment Concepts – Fairness, reliability and validity
· Types of assessment items
· Selected Response
· Open and closed response items
· Characteristics and components of a constructed response items
· Evaluating student responses to constructed response items.
· Creating constructed response items
· Quick and easy ways to write scoring guides for constructed response items
· Scoring guide for Effective Teachers
1. Work on your data analysis and implications for the classroom paper. It is due the 4th session.
2. As you work on the data analysis and implications paper, think about what you could do at the school or district level to improve student achievement. Use these ideas for your Assessment Improvement Plan. The AIP will be due session 5.
3. Write at least two “constructed response” items, with scoring guides that could be used in your classroom. Bring them to class. We will use them in an activity. At the end of the activity you will have two questions and scoring guides to use for your balanced assessment project.
4. Read Chapters 4 & 5 Classroom Assessment
5. Continue organizing your ideas about assessment for your reflection on assessment paper. As you read the assignments and do research, keep notes on the pro and con aspects of NCLB, and strengths and weaknesses of standardized and classroom assessments. If you have district level assessments you may include them in your paper. Think about what you are learning and the implications for you. Include ideas on how you could improve assessment practices in your classroom, school or district. It should also include how it relates to the appropriate standards – MoStep, ISLLC, or NBST. This paper will be turned in for a grade. It is worth 25 points. It is due the 7th session.
6. Make sure you bring the copy of the assessment you picked out to analyze and re-write to session three.
· Share scoring guide for “Effective Teacher” for the class
· Sharing of reflections on journal articles
· Connecting assessment to instruction
· Purpose and types of scoring guides
· Evaluating scoring guides
· Develop a scoring guide for an “Effective Principal”
· Review and revise your scoring guides and/or constructed response items
1. Complete your data analysis and implications for the classroom. It is due the 4th session
3. Work on your reflection on assessment paper. It will be due session 7.
4. Bring a teacher developed assessment to analyze in class during session 4. If you can, bring the assessment you want to re-do as your final project. The analysis of the test will help you form your plans for your final assessment project.
5. Look at your assessment, and decide on an objective, “big idea” or “understanding” you want to use as the basis for your performance event. Think about the real life context you might want to use. Bring your ideas with you.
6. Read Chapter 6 & 7 in Classroom Assessment
1. Complete your Assessment Improvement Plan, due session 5.
2. Work on your reflection on assessment paper on standardized/classroom assessment. It is due session 7. It will be shared and turned in for a grade. It is an important part of your grade for the class
3. Use the analysis of the assessment you brought to class to write a critique of the assessment. Your analysis will help you plan how to improve your assessment during weeks five -seven. The critique of your assessment is due session 6.
4. Read chapters 8 & 9 in Classroom Assessment
· Sharing of Effective Leader rubric
· Analysis of tests/assessments brought to class
· Sharing of AIP plans
· Reflections on data analysis and implications for the classroom
· Group work on the critique of the assessment paper
· Determine work teams (if you want to do a group project) and plan your balanced assessment project
· Review and evaluate sample performance events
· Begin work on a performance event or task and scoring guide, based on a Standard or objective
· Scoring Guide 4: Effectiveness of the War on Terrorism
· Group or individual work on the reflections on assessment paper
1. Use the analysis of the assessment you brought to class to write a critique of the assessment. Your analysis will help you plan how to improve your assessment during weeks five and six. The critique of your assessment is due session six.
2. Work on your reflection on assessment paper on standardized/classroom assessment. It is due the seventh session. Ideas from it will be shared with the class. It is an important part of your grade for the class.
3. Read chapters 10 & 11 in Classroom Assessment
4. Think about and plan for your balanced assessment project. Determine what resources you will need to bring with you as you work on it, and gather those resources for next week. It is due session 8.
1. Work on your reflection on assessment paper on standardized/classroom assessment. It is due the seventh session. It will be shared with a small group and turned in for a grade. Some papers will be shared with the whole class. It is an important part of your grade for the class
2. Work on your multiple item balanced assessment project, containing multiple choice items, constructed response items (open and closed), and a performance event for a unit based on your district curriculum. This should be an assessment you can use in your own classroom. It is due session 8
3. Read Chapters 12 & 13 in Classroom Assessment
1. Complete your multiple item balanced assessment project, containing multiple choice items, constructed response items (open and closed), and a performance event for a unit based on your district curriculum. This should be an assessment you can use in your own classroom. You should bring enough copies to share with the class (8 copies)
2. Read Chapters 14 & 15 in Classroom Assessment
3. Breathe a sigh of relief.
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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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24
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 .
Last Updated:10/15/2010 11:42:39 AM