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EDU 367 Assessment in Education
Champagne, Debora Jane


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

EDU 367 Assessment in Education

Semester

UMA 2012 HOZ

Faculty

Champagne, Debora Jane

Title

Asst. Professor, Coordinator Teacher Leadership

Degrees/Certificates

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

816-584-6723

Other Phone

816-584-6535

E-Mail

debora.champagne@park.edu

Semester Dates

UMA 2012  May 14-25, 2012

Class Days

TBA

Class Time

TBA

Prerequisites

admission to SFE

Credit Hours

3


Textbook:
 

Textbook:

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 carol.williams@park.edu 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

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) 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

(carol.williams@park.edu <mailto:carol.williams@park.edu> ), 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:

 http://www.dese.mo.gov/divimprove/curriculum/unitindex.html

http://www.ascd.org/ . 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.

www.dese.mo.gov <http://www.dese.mo.gov/> . 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.

http://www.naeyc.org/ 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.

http://www.cec.org/ 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

purchase.

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/.


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

  • Students will practice and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;
    SPAs

    ·         NCATE1;  ISLLC 1,2;  NBPTS 1,2,4  Core #1

    School for Education Conceptual Framework: Knowledge  3f ,  Skills   2b,  Dispositions 2e

    Assessment

    Classroom projects, Classroom discussion, Quizzes, Case studies

  • Analyze educational assessment from various perspectives including the classroom teacher, students and parents.
    MoSTEP
    1.2.8.4 maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents, and other colleagues.
    SPAs
    • NCATE 1; ISLLC 2,4; NBPTS 3, 4. Core #3

    School for Education Conceptual Framework; Knowledge 2c, Skills 1g, 2c,  Dispositions 2e

    Assessment

    Role play, classroom discussion, quizzes Interpretation of Standardized Tests.

  • Practice a variety of assessment tools utilizing formal and informal assessment measures
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    SPAs
    ·         CAT4, [GC7S2] selecting and using specialized instructional strategies appropriate to the abilities and needs of the individual
     
    • CAT12 [GC4S12] using responses and errors to guide instructional decisions and to provide feedback to learners

     

      • NCATE 1; ISLLC 2; NBPTS 3 Core #3

    School for Education Conceptual Framework; Knowledge   2c, Skills 1g, 2c , Dispositions 2c

    Assessment
    Classroom demonstration of various standardized assessment tools, construction of informal assessment measures.
  • Evaluate the quality of various assessment tools utilizing nationally recognized standards including but not limited to validity, reliability and absence of bias.
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs
    • NCATE 1; ISLLC 2; NBPTS 3; Core # 3

    ·         School for Education Conceptual Framework; Knowledge  2c, Skills  2a, 2c, Dispositions 4d

    Classroom demonstration of various standardized assessment tools, construction of informal assessment measures.

    Assessment
    Oral and written presentation of research found on various assessment tools, classroom discussion and review of professional standards for evaluation.
  • Acquire the skills necessary to construct and/or modify a variety of classroom assessments.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    SPAs

    ·         CAT2 [GC4K3] advantages and limitations of instructional strategies and practices for teaching individuals with mild/moderate disabilities

    ·          CAT4 [GC7S2] selecting and using specialized instructional strategies appropriate to the abilities and needs of the individual
     
    • NCATE 1; ISLLA 2; NBPTS 3, Core # 3
    School for Education Conceptual Framework; Knowledge 2c, Skills 1g, 2c,  Dispositions 2e
     
     
    Assessment

    Construction of a variety of classroom assessments such as an informal reading inventory, use of rubrics, use of portfolios, etc.

  • Explain the implementation, interpretation and utilization of norm, referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP)
    MoSTEP
    1.2.8.2 uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strengths, needs and progress, and to encourage them to set personal goals for learning;
    SPAs
    NCATE 1; ISLLC 2; NBPTS 3, Core #5
     
     
    Assessment
    Review of educational journal articles (oral and written) classroom discussions, class projects (i.e. given a class or district evaluation, determine what the information means and how it can be use to improve curriculum and instruction.
  • Utilize assessment results to evaluate classroom instruction for a diverse student population.
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     ·         CAT2 [GC4K3] advantages and limitations of instructional strategies and practices for teaching individuals with mild/moderate disabilities

    ·          CAT4 [GC7S2] selecting and using specialized instructional strategies appropriate to the abilities and needs of the individual

    • CAT1 [GC5K3] methods for ensuring individual academic success in one-to-one, small-group, and large-group settings

     

      • NCATE 1; ISLLC 2; NBPTS 1,3, Core # 4
    • School for Education Conceptual Framework:  Knowledge  3b, Skills  2c, 2d, Dispositions 3g, 4d
     
     
     
     
     
     
    Assessment
    case studies, use of 6-Trait scoring, differentiated instruction
  • Explain the professional (legal and ethical) responsibilities in relationship to educational assessment
    MoSTEP
    1.2.9.3 practices professional ethics.
    SPAs

    ·         NCATE 1; ISLLC 5, NBPTS 3, 4, Core # 2

    ·         School for Education Conceptual Framework Knowledge 3b, 3c, Skill  2c, Dispositions 3e

    ·         Review of court cases, classroom discussion, quizzes

    Assessment

     

  • Practice theories and applications of technology in education settings and have adequate technological skills to create meaningful learning opportunities for all students
    MoSTEP
    1.2.1.1 knows the discipline applicable to the certification area(s) as defined by Subject Competencies for Beginning Teachers in Missouri;
    SPAs
     

    ·         ISLLC 2, NBPTS 3; Core #2

    ·         School for Education Conceptual Framework Knowledge 2d, Skill 2f, 3a,        Dispositions 2d

    • Student Power Point presentations, create a rubric, create an informal evaluation for student use in the classroom.
    Assessment
      

    Oral and written presentation of research found on various assessment tools



    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.

    Grading:
     

    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

    Grading:

     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.

    Class:

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

     Discussion of Chapters 1 and 2; Quiz 1

    Homework:

     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 

     Class:

             Discussion of Performance Assessment- View Differentiated

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

    Homework:

          * 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

    Class:  

        * 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:     http://dese.mo.gov/divimprove/curriculum/unitindex.html.

    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 (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    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. 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: http://www.park.edu/disability .

    Copyright:

    This material is protected by copyright
                                   and can not be reused without author permission.

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