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Education Major Version

ED 608 Assessment
Singer, Marietta N.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

F2P 2011 DL

Faculty

Singer, Marietta N.

Title

Assistant Professor, Teacher Leadership, Ed. Leadership

Degrees/Certificates

B.S. in Education, Missouri Western State University
M.Ed. Administration, University of Nebraska - Lincoln
Ph.D. Administration, Curriculum and Instruction, University of Nebraska - Lincoln

Office Location

Adjunct

Office Hours

Call or email

Daytime Phone

816-746-9527

Other Phone

816-582-6876

E-Mail

msinger@park.edu

mnsinger@kc.rr.com

Semester Dates

October 15-2011-Dec 4, 2011

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

Course Resources: Classroom Assessment: What Teachers Need to Know , 6th Edition, W. James Popham; Pearson Education, INC., publishing as Allyn & Bacon, ISBN-13: 978-0-13-700235-1 (ISBN-10: 0-13-700235-1)

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:
Description of Course: This course is designed to provide PK-12 classroom teachers’ and administrator’s with thorough understanding and in-depth skill in interpreting and using the results of standardized assessments and formal and informal classroom assessments. The course also stresses the importance of implementing data based instructional decision-making. The course emphasizes the strong connections between curriculum, instruction and assessment. Students will develop a variety of appropriate assessment items for classroom use that accurately measure their PK-12 students’ mastery of curricular standards

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:

Students will complete weekly assignments and activities, along with a final project and a final examination. 
 
 

Grading:

Assignments and Point Values for ED608 Assessment
  

Unit 1

Unit 1 Points

Unit 2

Unit 2 Points

Unit 3

Unit 3 Points

Unit 4

Unit 4 Points

Discussion 1

10

Discussion 1

10

Discussion 1

10

Discussion 1

10

Discussion 2

10

Discussion 2

10

Discussion 2

10

Discussion 2

10

Discussion 3

10

Discussion 3

10

Discussion 3

10

Discussion 3

10

Discussion 4

10

Activity 1

10

Activity 1

10

Activity 1

10

Activity 1

10

Activity 2

10

Activity 2

10

Activity 2

10

Activity 2

10

50

 

50

50

60

Unit 5

Unit 5 Points

Unit 6

Unit 6 Points

Unit 7

Unit 7 Points

Unit 8

Unit 8 Points

Discussion 1

10

Discussion 1

10

Discussion 1

10

Discussion 1

10

Discussion 2

10

Discussion 2

10

Discussion 2

10

Discussion 2

10

Discussion 3

10

Activity 1

10

Discussion 3

10

Discussion 3

10

Activity 1

10

Activity 2

10

Activity 1

10

Activity 1

10

Activity 2

10

40

Activity 2

10

Activity 2

10

50

50

Project

200

Final

100

350

 
 

Unit

Total Points

Unit 1

60

Unit 2

50

Unit 3

50

Unit 4

50

Unit 5

50

Unit 6

40

Unit 7

50

Unit 8

350

Total points

700

Late Submission of Course Materials:
 

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 your 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.

Course Topic/Dates/Assignments:
 

Unit 1

  • Review Course Outcomes and student expectations and syllabus
  • 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 

 

Assignment: 

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.

 

Session 2: 

  • 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

 

Assignment: 

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.

 

Session 3:

·         Critical Reflections from the texts- small and whole group discussion

·         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

 

Assignment:  

1.       Complete your data analysis and implications for the classroom. 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.       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

 

Session 4

·         Authentic/Performance assessment – Performance tasks and event, characteristics and components

·         Discussions of Analysis of Data, Assessment Improvement Planning

·         Sharing of reflections on journal articles

·         Sharing of data analysis

·         Develop a scoring guide for an “Effective Leader” (principal, mayor, governor, President)

·         Group/individual work on Analysis of the Data

 

Assignments:

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

 

Session 5:

  • Critical Reflections from the texts- small and whole group discussion
  • 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

 

Assignment: 

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.

Session 6: 

  • Critical Reflections from the texts- small and whole group discussion
  • Share: War on Terrorism scoring guide
  • Portfolio assessment
  • Sharing of Critiques on Assessment
  • Discussion of critical elements of assessment learned in class
  • Group work on Reflection on Assessment papers
  • Review performance events and revise scoring guide and/or performance event as necessary.
  • Individual/group work on balanced assessment projects
  • Scoring Guide for Effective Families

Assignment: 

1.       Work on your reflection on assessment paper on standardized/classroom assessmentIt 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

 

Session 7:

·         Critical Reflections from the texts- small and whole group discussion

·         Sharing scoring guides for Effective Families

·         Sharing of reflection on assessment papers

·         Group/individual work on balanced assessment projects

 

Assignment:

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.

Session 8:

  • Critical Reflections from the texts- small and whole group discussion
  • Presentations of balanced assessment projects
  • Peer review and feedback on balanced assessments
  • Review of major concepts studied in the class
  • Activity: Connecting knowledge of assessments to classroom instruction
  • Class evaluation

 

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 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is 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 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 .



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:10/23/2011 9:45:11 PM