FALL 2013
COURSE SYLLABUS
Syllabus developed by Dr. Richard McEwing, Dr. Howard Pullman, and Dr. M. Kathleen Cripe.
Educational Assessment
FOUN 3710 - 3 s.h. - CRN 43333)
Prerequisites: FOUN 1501. (Note: When grouped with other courses for the purposes of block instruction, students must be admitted to the complete instructional block to take this course.)
Class meetings: Fall Semester, 2013; Tue & Thur 11:00 to 12:15; BCOE Room 4302
Text/Resources: Stiggins,R. & Chappuis,J. An Introduction to Student-Involved Assessment For Learning (2012). Pearson.
McEwing, Richard. Website - http://people.ysu.edu/~ramcewing
(Many details related to this course are on the class web site)
Instructor: Dr. Richard A. McEwing, Professor
Department of Educational Foundations, Research, Technology & Leadership
Beeghly College of Education
Youngstown State University
Youngstown, OH 44555-0001
Office: Beeghly College of Education, Rm 4113
Office Hours: TTh 8:30 to 9:30; 1:00 pm to 3:00 pm
Office Phone: (330) 941-1929
E-mail:
Technology/Materials Fee: Candidates are required to have purchased individual TaskStream accounts. TaskStream is a web-based program used the test construction project in this course and is the web-based program used throughout the teacher education program.
Catalog Description: Critical review of types, purposes, procedures, uses, and limitations of assessment strategies and techniques including authentic assessment, value-added assessment, and alternate assessment. Standardized testing and implications for current practice.
Critical Tasks: The FOUN 3710 Essential task provides an assessment of the candidate’s capabilities in constructing a classroom test appropriate for the individual’s teaching field. The classroom test must include assessment alternatives for three diverse students. This assignment must be submitted on TaskStream.
Course Outline - Class meeting topics and due dates for submissions are scheduled to follow the sequence below. Assignments worth points and Due Dates are written in red. Should adjustments to this plan be necessary, they will be announced in class.
Dates Projected Class Topics & Assignments Related Material and Readings
Aug 22 Introduction to Course & TaskStream Syllabus, Website
*Aug 22 Pre- Assessment (#1)
Aug 27, 29 Classroom Assessment for Student Success Stiggins Chap 1 & Website
Understanding Why We Assess Stiggins Chap 2 & Website
Basic Measurement Concepts Website
Sept 3, 5 Clear Achievement Expectations Stiggins Chap 3 & Website
Rubrics Readings-Website
Designing Quality Classroom Assessments Stiggins Chap 4 & Website
Bloom, Standards, Objectives Readings-Website
*Sept 3 Standards, Objectives Assignment Due (#2)
Sept 10, 12 Selected Response Stiggins Chap 5 & Website
*Sept 10 Selected Response Items Due (#3)
Backward Design Readings-Website
Sept 17, 19 Written Response (Essay) Assessment Stiggins Chap 6 & Website
*Sept 17 Written Response Items Assignment Due (#4)
Feedback Readings-Website
Sept 24, 26 Performance Assessment Stiggins Chap 7 & Website
*Sept 24 Performance Assessment Due (#5)
Test Administration, Cheating Website
Oct 1, 3, 8 Personal Communication as Assessment Stiggins Chap 8 & Website
Assessing Dispositions Stiggins Chap 9 & Website
What Lies Beneath . . . Website
Oct 10,15,17 Record Keeping Stiggins Chap 10 & Website
Report Cards Stiggins Chap 11 & Website
Assigning Grades Website
Conferences as Productive Communication Stiggins Chap 13 & Website
*Oct 17 Test Construction Project Due – on TaskStream (#6) – NOTE . . . students may decide to postpone the submission of this project until Final Exam Week
No Assessment Class on Campus next six weeks, candidates totally in the field assignment
Week 9 Week One in the Field (Week Beginning Oct 21)
Week 10 Week Two in the Field (Week Beginning Oct 28)
Week 11 Week Three in the Field (Week Beginning Nov 4)
*Nov 4 Report Card / Record Keeping Assignment Due (#7) – Submitted via email
Week 12 Week Four in the Field (Week Beginning Nov 12 . . . Nov 11 is Veterans Day)
Week 13 Week Five in the Field (Week Beginning Nov 18)
*Nov 18 Summary/Analysis of Assessment System Assignment Due (#8) – Submitted via email
Week 14 Week Six in the Field (Nov 25 is last day in field; Nov 26 is TPA videotaping review back on campus; Nov 27 and 28 are considered Thanksgiving Vacation Days)
Back to YSU ASSESSMENT Classroom
Dec 3 Communication with Standardized Test Scores Stiggins Chap 14
Norms and Criteria Website
High Stakes Testing Website
*Dec 3 Feedback Assignment Due (#9)
Dec 5 Portfolios as Rich Communications Stiggins Chap 12
Value Added in Ohio Website
Self-Evaluation Website
Salary Data Website
*Dec 5 Class Participation Assessment (#10)
*Dec 5 Post - Assessment (#11)
Dec 12 Final Exam Thursday 10:30 to 12:30
*You have until 12:30 to submit your Test Construction Project
Course Grading:
The course Grade Determination Checklist below indicates the maximum point values assigned to each evaluation area:
Evaluation Area Points Possible Related Course Obj.
No. 1 Pre-Assessment 5 1.3
No. 2 Identify Standard/Write Objective 5 1.4
No. 3 Selected Response Items/Key 7 1.2, 1.6
No. 4 Essay Items/Key (rubric) 7 1.2, 1.6
No. 5 Performance Items/Key 7 1.2, 1.6
No. 6 Test Construction Project 20 1.3, 1.6, 2.1 - 2.5
No. 7 Report on Record Keeping/
Analyze Report Card 8 1.1 - 1.3
No. 8 Summary/Analysis of Assessment System 7 1.1 - 1.3
No. 9 Feedback Assignment 15 1.3 - 1.5
No. 10 Class participation/discussion 14 3.1 – 3.6
No. 11 Post-Test 5 1.3
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100 Total
Each student starts the class with 100 points. The checklist points earned above are added to determine the course grade as follows:
181 - 200 ...... A
161 - 180 ...... B
141 - 160 ...... C
121 - 140 ...... D
101 - 120 ...... F
Brief Descriptions of Evaluation Areas:
Pre-Assessment (5 points)
All candidates will be given a pre-assessment at the beginning of the course. The instructor will use this pre-assessment to guide class and individual discussions with candidates and to set the stage for modification of instruction based on pre-assessment. Each candidate completing the pretest receives all 5 points.
BRIEF DESCRIPTIONS OF EVALUATION AREAS (continued):
Identify Standard/Write Objective (5 points)
Candidate will choose a Standard in their content area and grade level and write three measurable lesson objectives that assess each standard utilizing Bloom’s Taxonomy (see Standards and Objectives –Assignment #2 link for instructions). These items will be turned in at the beginning of a designated class and critiqued by the class. 3 points are earned for having the objectives ready at start of class; 2 points are earned for having the objectives critiqued by class. These items (in revised form) may be used as a basis for the Test Construction Project.
Item Writing: Selected Response Items / Essay Items / Performance Items. Including answer keys) (7 points each item set; 21 points total) Each candidate will develop grade level questions and answer keys (Selected Response, Essay, Performance) in their content area based on the Common Core (Academic Content) Standards and objectives identified above. These items will be turned in at the beginning of a designated class and critiqued by the class. 4 points is earned for having the questions/answers ready at start of class; 3 points is earned for having the questions/answers critiqued by class. Taken together, the item writing requirement is worth a total of 21 points. Collectively, these items (in revised form) may be used as a basis for the Test Construction Project.
Report on Record Keeping/Grading/Report Card (8 points)
See guidelines and scoring rubric on instructor’s website.
Summary/Analysis of Assessment in Field Placement (7 points)
See guidelines and scoring rubric on instructor’s website.
Feedback to Students Assignment (15 points)
See guidelines and scoring rubric on instructor’s website.
Class Participation (14 points)
While the knowledge base related to this course can be acquired through reading the text, the examination of (and reflection on) our ideas with regard to this knowledge is attained only by being present at class activities and discussions. In recognition of this commitment, individuals who attend all classes earn 14 pts. For every class absence, 2 points are deducted.
Post-Assessment (5 points)
All candidates will be given a post-assessment at the end of the course. Each candidate completing the post-test receives all 5 points.
Essential Task – The Test Construction Project Points (20 points)
This assignment, designated as an essential task, requires the construction of a classroom test (whole class summative assessment) appropriate for the candidate’s teaching field. If this course is offered as part of a methods block the test created may actually be used in the classroom, although this is neither necessary nor expected. The candidate’s project must be submitted to TaskStream where it will be evaluated by the instructor. This project is worth a potential of 20 points (see rubric – 40 divided by 2). The numbers in parentheses below refer to item numbers in the rubric.
Test Construction Project Components
· Introduction
o a description of the unit or topic covered by the test (summative assessment), including the importance of the unit or topic in the course (#1)
o the grade level and/or course in which the unit or topic would be taught (#1)
· Specify three or four specific learning objectives/outcomes, each targeted at a different Bloom level (specify the level by name and briefly justify), that will be achieved during instruction. All objectives/outcomes listed must be evaluated by the test. Identify the standard(s) that these objectives measure; use the most current version of the Ohio curriculum standards for your content area and identify them in the same way you did for Assignment 2. (#2)
· A pre-assessment plan designed to be conducted prior to instruction indicating how you will use the results of the pre-assessment to inform your upcoming instruction. (#3).
· A formative assessment plan designed to be implemented during instruction indicating how you will use the results of formative assessments (at least 2 types) to inform your instruction prior to the summative assessment (test). (#4)
· A summative assessment plan. This includes all components used to determine a grade during the period of instruction covered by the summative assessment (test), e.g. pre-assessment, formative assessment, attendance, participation, summative assessment. (#5)
Test Construction Project Components Continued
· A summative whole class assessment (unit test) using a quantitative approach. This may vary a bit but it is expected to include the following pieces:
o clear directions and point values associated with each item or group of items. (#10)
o 20 selected-response items. Use at least 10 multiple choice questions and at least one matching (6 matches minimum) item. If you include true-false, true-false correction, or sometimes-always-never items, use no more than 5 of these. (#6)
o a scoring key listing the correct answers for your selected response items; the key need not be separate from items. (#8)
o from 3 to 5 short answer – but not one word, symbol, or number – items. These items should allow for partial credit. Let content be your guide. (#7)
o a scoring key for the short answer items with criteria for full and partial credit; the key need not be separate from items. (#8)
o 2 constructed-response essay/extended response questions. Let content and item type be your guide. (#7)
o 1 constructed-response performance-based task. This may be completed by your hypothetical students outside of class. (#7)
o a sample full-credit response and separate scoring rubric for each of the 3 constructed-response questions. Both the full credit response and scoring rubric may be separate from the constructed-response items. (#8)
o identification of the objective/outcome tested by that item or group of items. (#2)
· Describe a different assessment alternative for each of three students –one alternate form, one alternate administration, and one test modification. Specify what it is about these students (i.e. justify alternative assessments for these three students) that leads you to create an alternative assessment for each. You may use qualitative approaches here. (#9)
Other Course Definitions and Policies
Class Cancellation: Notice that this class is being cancelled for any one day because of instructor illness, or other reasons, will be sent to the student address <@student.ysu.edu> as soon as possible. University-wide closure or class cancellation is a decision made through the Presidents office, and announced via the YSU homepage and on WYSU-FM radio.
Academic Honesty - Departmental Policy: All candidates are expected to comply with generally accepted professional ethics of Academic Honesty in meeting their course requirements (refer to http://penguinconnection.ysu.edu/handbook/Policies/POLICIES.shtml). Candidates are expected to submit materials that are respectful of intellectual property rights, as well as complying with all Federal Copyright Laws (refer to http://www.copyright.gov/). Any breach of this code of ethics will be handled according to the YSU Student Handbook. Any proven acts of cheating, plagiarizing, or engaging in any form of academic dishonesty, could result in a severe disciplinary action, an “F” grade for the assignment or course, and possible referral to the Office of Student Affairs for disciplinary action.
Students with Disabilities: In accordance with University procedures, if you have a documented disability and require accommodations to obtain equal access in this course please contact me privately to discuss your specific needs. You must be registered with the Center for Student Progress Disability Services, located at 275 Fifth Avenue, and provide a letter of accommodation to verify your eligibility. You can reach CSP Disability Services at 330-941-1372.
Incomplete Grade Policy: An incomplete grade of an “I” may be given to a student who has been doing satisfactory work in a course but, for reasons beyond control of the student and deemed justifiable by the instructor, had not completed all requirements for a course when grades were submitted. A written explanation of the reason for the “I” will be forwarded to the Registrar for inclusion in the student’s permanent record. Upon subsequent completion of the course requirements, the instructor initiates a grade change. Incompletes must be completed during the following term by these deadlines: Spring semester incompletes finished by Sept. 1, summer incompletes by October 1, and fall incompletes by March 1. If courses are not completed by the designated date, the “I” automatically converts to an “F.” If graduation occurs within the time period, the “Incomplete” grade will be converted to an “F” prior to graduation.