MAT 631 01
Assessment II: Inclusive Education Elementary Classroom
Course Description:
Continuation and application of Assessment I. Topics will include reading diagnostics as well as advanced study of case study design, standardized tests, and curriculum-based assessment.
Textbook:
Mertler, C. A. (2009). Action research: improving schools and empowering educators, (3nded.) Los Angeles, CA: SAGE.
Supplemental:
The Publication Manual of the American Psychological Association, 6th edition.
Prerequisites:
Full SARTE Status
MAT 610 – Fundamentals I: Teaching and Learning for General and Special Education
MAT 615 - Fundamentals II: Teaching and Learning for Special Education
MAT 620 – Learning and Behavior Theories in General and Special Education
MAT 630 - Assessment I: General and Special Education
Statement of Conceptual Framework:
The COE’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs.
They are Knowledge of Learner (KL), Strategies and Methods (SM), Content
Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit (diversity) (technology).
Objectives:
Upon completion of this course, the student will be able to:
- Apply the development and implementation of assessment strategies learned in MAT 630 - Assessment I: General and Special Education.(SBI, PP, CK, D)
- Administer curriculum-based assessment instruments in various content area subjects. (KL, CK)
- Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. (SBI, KL, PP, CK, D)
a. Incorporate instructional technology into the preparation and teaching oflessons. (T)
b. Use critical and creative thinking skills relevant to course content andappropriate to student needs.
c. Identify and address the special needs of students from diverse cultures socioeconomic levels and other groups throughout the curriculum. (D)
- Administer nonbiased formal and informal assessments (CC8S2)
- Develop or modify individualized assessment strategies (CC8S4, D)
- Interpret information from formal and informal assessments (CC8S5)
- Develop or modify individualized assessment strategies (CC8S9)
- Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. (CC9S6, D)
- Use verbal, nonverbal, and written language effectively. (CC9S8, D)
- Conduct self-evaluation of instruction. (CC9S9)
- Reflect on one’s practice to improve instruction and guide professional growth.(CC9S11)
- Implement different types of assessments that challenge the varied intelligences and learning styles of students (KL, SM, CK, diversity).
- Evaluate various methods of assessing professional attributes and effective teaching, including peer-review (PS, SM).
- Explore district level school accountability profiles, including school-wide standardized tests, accommodations for students with special needs, and community and parental involvement (KL, SM, diversity, technology).
- Use critical and creative thinking skills relevant to course content and appropriate to student needs (PS, KL, SM, CK, diversity, technology).
- Articulate the meaning of ethical practice in educational research. PP
- Conduct professional activities in compliance with applicable laws and policies. PP, SBI, CC9 S4
- Identify, address and demonstrate sensitivity for the special needs of students from diverse cultures, language, religion, gender, disability, socioeconomic levels, and sexual orientation throughout the curriculum.. KL, CC9 S6
- Use verbal, nonverbal, and written language effectively. PP, CK, CC9 S8
- Reflect on one’s practice to improve instruction and guide professional growth. PP, CC9 S11
- Analyze educational research studies and their application to current practices (library skills, ethical, political, and social issues, practical research techniques, organizational skills and writing strategies, match research strategies to research question) PP, CK
- Design an action research project (Identify a question or curricular, professional, or institutional problem for study, use professional literature, methodology to examine problem, complete Human Subjects process, collect and analyze data, summarize, reflect and report findings). SBI, KL, PP, CK
- Engage in reflective analysis and examine an instructional issue within the framework of action research design. PP, KL, SBI
- To develop an understanding of Common Core, COMPASS, and PARCC.
Absences:
Attendance is crucial for an understanding of the material and is required for all class meetings, activities, and tests. Each student is responsible for ALL chapter readings, class lectures, and activities. Points will be deducted from the Participation and Professionalism grade for absences from class and for leaving class early.
Late Work/Make Up Work:
The student must be prepared for all class assignments and readings in order to benefit fully from the course. Assignments must be submitted to the Digital Drop Box or
Discussion Board ON THE DATE AND TIME DESIGNATED. Assignments will not be accepted or graded after the due date!!
If an emergency arises it is the responsibility of the student to contact the instructor ASAP.
No work for extra credit will be allowed for any reason.
All work submitted for a grade must be identified with the assignment name, your name and the class number or it will not be graded.
No make ups will be given for any quiz.
MAKE-UP EXAMINATIONS WILL NOT BE GIVEN unless prior arrangements have beenmade.
Course Requirements:
All assignments must be typed, double-spaced and in MSWord or Word Perfect format.
These are the only two formats that will be accepted. It is the students’ responsibility to submit all assignments in the proper format. Any assignment that cannot be opened by theinstructor due to incompatibility of the format will not be graded and will result in a zero. Please note SLU does not support MSWORKS format. Therefore, any assignment sent in WORKS will not be graded.
Field Experiences:
As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Don’t wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Field Experience Data Collection Forms, specifically Form C, are available on the Department of Teaching and Learning homepage under Student Information, Field Experience link.
Professional Development Activities:
As you complete any professional development activity, you are required to enter it into PASS-PORT.
Questionnaires:
At the beginning of the semester, log into PASS-PORT and complete any assigned questionnaire task. It is advisable to periodically check your task list for additional requests throughout the semester.
Artifacts:
Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation.
COURSE REQUIREMENTS:
- Observation Journal with Interview – Each candidate will collect data and draw inferences in an inductive manner through the use of observation and interview techniques related to her research proposal. Based upon 10+ hours field experience.
- IRB forms – Each candidate will complete the University required Institutional Review Board process in preparation for their Action Research Proposal and Project.
- Action Research Proposal – Each candidate will develop and submit a proposal for an Action Research Project that will serve as the Capstone of their MAT Program. The AR Proposal will include a research question, review of literature, what the candidate plans to try out to improve practice (plan of action), how the process will be documented and actions monitored, and suggestions for how the collected data will be interpreted and verified credible and trustworthy.
- Class presentation of Action Research Proposal - Each candidate will prepare a presentation of their proposed Action Research Project that will include the question and how it was developed, a review of current literature, the plan of action and how it will be documented and monitored.
- Quizzes and Mid-Term Exam - TBA
Course Evaluation:
- Observation Journal with Interview Report 50 points
- IRB forms 50 points
- Action Research Proposal150 points
- Class presentation of Action Research Proposal 20 points
- Mid-Term, Final, and quizzes150 points
- Professionalism and Participation 50 points
Possible Points 470 points
Grading Scale
94 –100 = A
87 - 93 = B
80 - 86 = C
73 - 79 = D
72 and below = F
Correct and effective oral and written communication skills must be exhibited in all components of this and other MAT courses, INCLUDING responses/comments on Discussion Board. Assignments will be graded on all aspects of writing, including content, spelling, composition, and grammar. Use A.P.A. Style for the title page, header with page numbers, etc., and Times New Roman, 12 pt. font. It is necessary that students consult a recent A.P.A. reference book for this purpose.
Student Behavior/Classroom Decorum
Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct class or (b) the ability of students to benefit from instruction is unacceptable. Examples include, but are not limited to: routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a non-civil manner. If a situation arises for which a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior that is determined inappropriate and cannot be resolved by the student and the faculty member may be referred for administrative or disciplinary review.
Policies:
Program Retention
Students will be permitted to enroll in any Education and Educational Psychology course only twice.
Students will be permitted to repeat only two Education and Educational Psychology courses.
Cell Phone Policy:
“Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is unacceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required”. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct which may be found at:
Children inthe Classroom:
The classroom is not a place for children and students are not to bring family members to class.
Self Identification for Students with Disabilities:
If you are a qualified student with a disability seeking accommodations under the
Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 203, Student Union. If you qualify, please notify your instructors by the second week of class.
University Correspondence Policy:
Uses of non-Southeastern e-mail addresses for communication with students regarding
University business or educational matters are not acceptable as security and confidentiality for off-campus accounts are unknown. Your Southeastern email should be checked regularly and used for all communication related to University and educational issues.
Academic Honesty
Academic honesty is highly valued at SELU. All work must be the exclusive work of individual students, unless work is done in conjunction with a group project. Astudent must always submit work that represents his or her original words or ideas. If anywords or ideas are used that do not represent the student’s original words or ideas, thestudent must cite all relevant sources. A student should also make clear to what extentsuch sources were used. Failure to do so is plagiarism. Words or ideas that requirecitation include, but are not limited to, all hard copy or electronic publications, whethercopyrighted or not, and all verbal or visual communication when the content of suchcommunication clearly originates from an identifiable source. All submissions to anypublic meeting or private mailbox fall within the scope of words and ideas that requirecitation if used by someone other than the original author. The Publications Manual of theAPA (5th ed.) is the guide for formatting of citations and references.
"Cheating, on examinations, plagiarism [i.e., to use and pass off as one's own (the ideas or writings of another)], improper acknowledgement of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action." (SLU General Catalogue, 2002-2003, p. 58)
Plagiarism
The following information is very important and should be read thoroughly as you will be held accountable for the content.
Plagiarism is defined as: “…using another’s work without giving credit. You must put other’s words in quotation marks and cite your source(s) and must give citations when using others’ideas, even if those ideas are paraphrased in your own words…using words, ideas, computer code [or any type of internet information] or anywork by someone else without giving proper credit is plagiarism. Any time you use information from a source, you must cite it.”
Avoiding plagiarism: Mastering the art of scholarship. Retrieved from April 11, 2003.
The examples listed below were taken verbatim from the following website:
Examples:
This is the original text from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890’s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization and the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the centers of production as well as of commerce and trade.
Unacceptable paraphrasing:
The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came thegrowth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.
Why is this plagiarism?
1. The writer only changed a few words around.
2. The writer did not cite the source for any of the ideas or facts.
3. Additionally, the above paragraph really changes the intended sense of the original paragraph in several places.
Acceptable paraphrasing:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the U.S., they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (p. 1, Williams).
Important Reminder
- Do not wait until the last test date prior to student teaching to schedule the PLT andSpecialty/Content tests.
- Attend a workshop presented by the Teacher Development Center prior to taking thePLT.
- Remember to code Southeastern Louisiana University (RA 6656) to send your officialscores to the College of Education and Human Development Dean’s office. TheDean’s office must have original copies.
- Include your social security number on all Praxis registration forms.
- Candidate work samples (e.g., student assignments, projects) may be kept by theinstructor as exemplars for program accreditation purposes. All identifying informationwill be removed when specific work samples are used. Students are advised to keep aback-up copy of all work submitted.
STUDENT TEACHING AND GRADUATION POLICIES
Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003. This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the
Specialty/Content test when required in the major field.
Student Teaching Requirements for Elementary and Secondary Education
Refer to the web page for the Office of Performance Assessment:
Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog)
Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to studentteaching/internship and receive a satisfactory /exemplary rating.
During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.
Knowledge Base
Armstrong, T. (2003). The multiple intelligences of reading and writing: Making the words come alive. Alexandria, VA: ASCD.
Burnaford, G., Fischer, J., & Hobson, D. (2001). Teachers doing research: The power of action through inquiry (2nd ed.) Mahwah, NJ: Lawrence Erlbaum Associates.
Cohen, R. J., Montague, P., Nathanson, L. S., & Swerdlik, M. E. (1988). Psychological testing: An introduction to tests and measurement Mountain View, CA: Mayfield Publishing Company.
Cowan, K. T., Manasevit, L. M., Edwards, C. J., & Sattler, C. L. (2002). The new Title I: Balancing flexibility with accountability. Washington D. C.: Thompson Publishing Group, Inc.