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Park University School for Education Conceptual Framework
ED 608 Assessment
F2P 2011 DL
Singer, Marietta N.
Assistant Professor, Teacher Leadership, Ed. Leadership
B.S. in Education, Missouri Western State UniversityM.Ed. Administration, University of Nebraska - LincolnPh.D. Administration, Curriculum and Instruction, University of Nebraska - Lincoln
Call or email
October 15-2011-Dec 4, 2011
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)
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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:
Unit 1 Points
Unit 2 Points
Unit 3 Points
Unit 4 Points
Unit 5 Points
Unit 6 Points
Unit 7 Points
Unit 8 Points
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.
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.
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.
· 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
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
· Authentic/Performance assessment – Performance tasks and event, characteristics and components
· Discussions of Analysis of Data, Assessment Improvement Planning
· Sharing of data analysis
· Develop a scoring guide for an “Effective Leader” (principal, mayor, governor, President)
· Group/individual work on Analysis of the Data
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
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
· Sharing scoring guides for Effective Families
· Sharing of reflection on assessment papers
· Group/individual work on balanced assessment projects
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 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
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Last Updated:10/23/2011 9:45:11 PM