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Education Major Version

ED 608 Assessment
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

ED 608 Assessment

Semester

S2P 2013 DL

Faculty

Champagne, Debora Jane

Title

Asst. Professor/Coordinator Teacher Leadership Master's program

Degrees/Certificates

Ph.D. Interdisciplinary--Education & Leadership Policy Studies UMKC 2005
Ed.S. Social Science Education  CMSU 1985
M.A. Sociology  CMSU  1979

Office Location

Park Campus, Copley Hall 07

Office Hours

Virtual:  M & W 6am-8am other times by appointment

Daytime Phone

816-449-0229

E-Mail

debora.champagne@park.edu

Semester Dates

S2P2013  March 18 thru May 12, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Required Text: Educational testing and measurement: Classroom application and practice.  Seventh Edition. New York, NY: John Wiley and & Sons, Inc.

Authors: Tom Kubiszyn & Gary Borich 


ISBN: 0-471-14977-2

Order Texts at:

http://direct.mbsbooks.com/park.htm

Textbooks can be purchased through the MBS bookstore

Additional Resources:
Missouri DESE website for MAP and other testing information used in Missouri public schools k-12

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:
ED608 Assessment: This course is designed to address current issues relating to assessment forma; and informal assessment, teached-made tests, authentic assessment as well as standardized tests and state mental mandated assessments. Students will become familiar with important assessment terminology and the implications of federal testing mandates. They will analyze and reflect on a variety of types of assessment used in schools, and learn the importance of using assessment results to make informed instructional decisions.

Educational Philosophy:
The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

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:

Contribution to the discussion threads. 10 points per thread (80 points total):

10, excellent thorough contribution(s)

8, good

6, adequate

4,  fair

 2, poor

0, no post

Submission of the HOMEWORK application questions. 20-40 points per week. 195 points total. "The Best Test I've Ever Written" and rationale. (175 points) This test will be graded based on its format and on the rationale you include to explain why each part of the test was written as it was.

GROUPWORK: 35 points. This will be graded on submission of the test to a partner and the feedback you give to your partner on his/her test.

Quiz. 10 points. Points per question are listed on the quiz.

Final exam (200 points total) Points per question are listed on the exam.

Submission of Late Work: Late work will be accepted for reduced points during the week it was to be posted. However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.

Proctored final examination : Afinal proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 
Other Information on proctored exams: It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.  Approval of proctors is the discretion of the Online instructor.  A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.  Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Course Grading Scale

A = 90- 100%       B = 80-89%       C = 70-79%      D = 60-69%      F = < 60%

Grading:

1.  Contribution to the discussion threads. 10 points per thread (80 points total)

2.  Submission of the HOMEWORK application questions. 20-40 points per week. 195 points total. "The Best Test I've Ever Written" and rationale. (175 points) This test will be graded based on its format and on the rationale you include to explain why each part of the test was written as it was.

3.  GROUPWORK: 35 points. This will be graded on submission of the test to a partner and the feedback you give to your partner on his/her test.

4.  Quiz. 10 points. Points per question are listed on the quiz.

5.  Final exam (200 points total) Points per question are listed on the exam.

Proctored final examination : A final proctored examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 
Other Information on proctored exams: It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.  Approval of proctors is the discretion of the Online instructor.  A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.  Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

Course Grading Scale

A = 90- 100%       B = 80-89%       C = 70-79%      D = 60-69%      F = < 60%

Late Submission of Course Materials:

Late work will be accepted for reduced points during the week after it was to be posted (for example, work due during Week 2 will be accepted only up until the end of Week 3). However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.  

Classroom Rules of Conduct:
Students will be expected to use graduate-level grammar and spelling and professional language. Use of non-professional language will not be tolerated. Personal insults toward peers or the instructor will be deleted by the instructor immediately when found, and the instructor will notify the student by e-mail that non-professional language will not be tolerated.

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 2012-2013 Graduate Catalog Page 21-22

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 2012-2013 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 course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:3/6/2013 8:12:51 AM