EDU367 Assessment in Education

for UMA 2012

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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


EDU 367 Assessment in Education


UMA 2012 HOZ


Champagne, Debora Jane


Asst. Professor, Coordinator Teacher Leadership


Interdisciplinary PhD; Education & Leadership Studies; 5-12 Bldg. Admin.
EdSp. Social Science Education; 7-12 Social Studies
M.A. Sociology; B.S. Criminal Justice: Corrections

Office Location

Copley 07

Office Hours

Maymester by Appointment

Daytime Phone


Other Phone



Semester Dates

UMA 2012  May 14-25, 2012

Class Days


Class Time



admission to SFE

Credit Hours




Popham, W., James. (2011) Classroom Assessment What Teachers Need to Know 6ed.

Boston, MA. Pearson Education, Inc. ISBN 10: 0-13-700235-1.

Required: Foliotek

All students seeking a degree in Education must purchase Foliotek as a

required text. Contact to purchase. Students seeking

Missouri Teacher Certification must purchase the MO-STEP portfolio. Students

who are seeking Early Childhood Teaching Young Children and Early Childhood

Education and Leadership will need to purchase the NAEYC portfolio. All work

must be saved for input.

As purchasing and accessing Foliotek is a multi-step process, please follow

these instructions:

1.      Decide the Contract Period and fee for which you will be paying.

Minimally, you must purchase a contract which extends to the year you expect

to graduate, however some students purchase a contract extending one year

beyond graduation.

 Contract Period   

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.      Send an email to Carol Williams ( with the

following information:

1.      Your Name

2.      The Contract Period you wish to purchase

3.      Your student identification number

3.      Within a few days, you will receive from Foliotek an email with

online purchasing information. Upon receipt of this email, purchase your

Foliotek contract.

4.      Upon receipt of your payment, you will receive your login

information. You must then send a final email to Carol Williams

( <> ), requesting she

provide your current education professors and a academic advisor (list them)

access to view your portfolio. It is imperative you complete this final step!!

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Additional Resources: . This is the web site for Association for Supervision

and Curriculum Development. This site will give you access to journal

articles, workshops, publications and briefings about current information in

the field of education. <> . This is the Department of

Elementary and Secondary Education for the State of MO. This site will give

students information on Special Education compliance issues, MAP testing and

statistical information about specific schools within the state of MO. This is the web site for the National Association

Education Young Children. This site will provide journal articles, standards,

position statements, and publications for purchase. This is the web site for Council for Exceptional

Children. This site provides current information about special education to

help teachers and administrators provide appropriate education and services.

It will provide journal articles, position statements and publications for


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.
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Resources for Current Students - A great place to look for all kinds of information

Course Description:
EDU367 Assessment in Education: This course is designed to address issues relating to formal and informal assessment, teacher-made tests, authentic assessment, as well as standardized tests. Emphasis will be on tests utilized in Missouri. Fieldwork in the schools will be required. Prerequisites: EDU 203 or EDM225 or EDS225 and admission to the School for Education. 3:0:3.

Educational Philosophy:

This instructor's educational philosophy is to engage students in interactions

with each other in order to share knowledge, skills, experiences, thoughts,

and beliefs. This is done in a climate of respect and appreciation for

differences in order to enhance professional/personal knowledge and skills. A

variety of instructional formats are utilized, including lectures, readings,

quizzes, discussion, role play, examinations, internet, e-companion, videos, web sites

and writings, with the goal of motivating the students to self-reflect and analyze

how new/enhanced knowledge and skills can be applied to improve his/her future

educational assessment practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Students will practice and 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 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.
  5. Acquire the skills necessary to construct and/or modify a variety of classroom assessments.
  6. Explain the implementation, interpretation and utilization of norm, referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP)
  7. Utilize assessment results to evaluate classroom instruction for a diverse student population.
  8. Explain the professional (legal and ethical) responsibilities in relationship to educational assessment
  9. Practice theories and applications of technology in education settings and have adequate technological skills to create meaningful learning opportunities for all students

Core Assessment:

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Oral and written presentation of research found on various assessment tools

Class Assessment:

This instructor's educational philosophy is to engage students in interactions

with each other in order to share knowledge, skills, experiences, thoughts,

and beliefs. This is done in a climate of respect and appreciation for

differences in order to enhance professional/personal knowledge and skills. A

variety of instructional formats are utilized, including lectures, readings,

quizzes, discussion, role play, examinations, internet, e-companion, videos, web sites

and writings, with the goal of motivating the students to self-reflect and analyze

how new/enhanced knowledge and skills can be applied to improve his/her future

educational assessment practices.


Myers-Briggs Type Indicator                              20 point
   M-B reflection                                                10 points
Selected-Response Items                                   40 points
   S-R reflection                                                 10 points
Constructed-Response Items                             30 points
    C-R reflection                                                10 points
Likert Inventory                                                 10 points
    L reflection                                                    10 points
Self Collage                                                       10 points
Differentiated Instruction Video Reflection          10 points
6+ Traits Activity Reflection                               10 points
Case Study Role Play                                        10 points
     Reflection                                                     10 points
Journal Article on Grading presentation              10 points
Mid-term Quiz                                                  30 points
Chapter Quiz- 12 @ 5 points each                    60 points
Jigsaw Presentation (CORE)                            54 points
Portfolio Standard (CORE)                              30 points


 A= 373-414 points 
 B= 331-372 points
C= 290-330 points
D= 248-289 points
 F= Below 247

Please note, on the development of actual test items, students will have peer

review and will have opportunity to make certain test items are correct so the

items can be a model for future professional use. Students should be expected

to earn full points on the development of test items.

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. Late

artifacts will be subject to -20% of total points possible.

Classroom Rules of Conduct:

Computers make writing and revising much easier and more productive. Student

must recognize technology can also cause problems. Students must be

responsible for planning ahead and meeting deadlines. Be sure to save copies

of your work to a disk and hard drive or print out paper copy for backup

purposes. Some assignments will need to be paper copies to be shared and

corrected in class. Some of the assignments will use an e-companion drop box.

If you do NOT receive an email "able to download your document-OK" I have NOT

received your artifact. It is YOUR responsibility to deliver your artifact(s) to

me--NOT mine.

Every student is an important participant in the learning community of this

class. Respect for fellow classmates, the instructor, and any guest

presenters is expected. Rude behavior will not be tolerated.   There should

be no "texting" or use of cell phones during class. 

Course Topic/Dates/Assignments:

                                                                                   May 14, 2012

Reading (prior to class):

 Chapter 1: What Do Teachers Need to Know About Assessment?

 Chapter 2. Deciding What to Assess and How to Assess It.


 Foliotek 1.2.8. (1-4) Orientation and administration of the Myers-Briggs Inventory

 Discussion of Chapters 1 and 2; Quiz 1


 Quiz over Chapters 2 (5 pt. each) Bring answers to class May 15

                                                                                May 15, 2012

Reading (prior to class): Chapter 3 Reliability of Assessment; Chapter 4 Validity;       

          Chapter 5 Absence-of-Bias

Class:    Review Chap 2 Quiz; Discuss Myer Briggs Assessment results (reflection due      

          May 16 in Discussion Thread); Discussion of chapters 3, 4 & 5 and Quizzes

                                                       May 16, 2012 (Wednesday) work from home day:

   1. You will need to choose and read an appropriate children's book to

write your sample test items for the remainder of this course.

2.      Prepare your presentation of Chap 6 Selected Response and Chapter 7 Constructed

Response Jigsaw PowerPoint Presentation for May 17, Thursday

   3. Discussion thread question/response participation, include your Myer Briggs reflection in first discussion response

                                                                       May 17, 2012

Chapter 6 Selected-Response Tests/Chapter 7 Constructed-Response Jigsaw Presentation

Class:    Discussion and practice writing of Selected Response and Constructed Response           

      Items; Holistic and Analytic Rubric development

Develop Selected-Response test items (generated from your chosen children's

book) as follows:

     4 binary-choice items (true-false)

     2 multiple choice test items

     1 matching test item

     1 Unusual Multiple Binary Choice test item.

Develop Constructed-Response Test items (generated from your chosen

children's book) as follows:

     2 short-answer test items

     1 Essay restricted-response item

     1 Essay extended-response items

Develop EITHER a holistic OR an analytic scoring guide for the extended-response

Your final copies will be due 5/21 in class.

                                                                               May 18, 2012

Reading: (prior to class): Chapter 8 Performance Assessment 


         Discussion of Performance Assessment- View Differentiated

Instruction Video; 6+ Traits discussion to see different Performance test authentic assessment


      * Using your children's book, write 1 Performance Assessment item and

develop a rubric for scoring that item. Bring the item and rubric for peer review on 5/21, Final copy will be due 2/25 in class

* Reflection on Differentiated Instruction Video due 5/21

* Reflection on 6+ Traits (use Logic template for summary) due 5/21

Midterm take home due 5/21

                                                                           May 21, 2012

       Reading (prior to class):  Chapter 9 and 10


    * Discussion of Midterm; Peer Review Performance assessment item; Discussion of Chapter 9 and 10 and quiz; Likert item development; self-collage activity and presentation (reflection due 5/22)

                                                                             May 22, 2012

     Reading (prior to class): Chapter 11 and 12       MAP preparation:    Go to the Missouri Department of Elementary and Secondary Education web:

Class:    Peer review of Likert items (final due 5/25); Discuss chapters 11 & 12 and quizzes

Homework: IEP parts

                                      May 23, 2012        IEP role play activity (reflection due 5/24)     

        To simulate a Special Education Services evaluation team meeting, you will

work with a small group and be given a case study to write a diagnostic summary to determine whether or not this student may qualify for special services. Your group will be expected to defend the group decision.

                                                                               May 24, 2012    
Class:    Chapters 13, 14, 15 and quizzes 

Information about various individualized standardized tests commonly used in

the evaluation of a student under IDEA (Individuals with Disabilities Education Act).

                                                                              May 25, 2012   
Class:  Chapter 16 discussion and quiz; student presentations:  

            Find one current (within the last 5 years) journal article related to

grading. Summarize (using logic template) and share highlights of this article with the class; Post your article on Doc Sharing.

   **Foliotek Standard 1.2.8. (1-4) It is due 5/25

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

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: .


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Last Updated:5/14/2012 1:29:38 PM