COURSE SYLLABUS
Philander Smith College
Division of Education
Spring 2012
Course Prefix and Number: EDUC 303
Course Title: Assessment
Credits: Three Semester Hours
Instructor: Dr. Melanie Kennon
Classroom: AC 210
Class Time: 1:00 – 2:20 TR
Office Location: AC 215
Office Hours: Posted on office door or by appointment.
Telephone Number: (501) 370-5322; (501)951-3758 (cell)
E-Mail:
Textbook: Popham, J.W. (2011). Classroom assessment – what teachers need to know. 6th Edition, Boston, MA: Allyn & Bacon.
Supplemental Readings will be provided by the instructor.
PROGRAM GUIDELINES
Conceptual Framework (CF):
The theme of the conceptual framework for the program is “The Teacher as the FORCE in the Teaching/ Learning Process.” The framework’s five underlying principles are: Facilitator, Organizer, Reflector, Collaborator, and Energizer. Each principle is aligned with Pathwise’s four domains, Arkansas Standards, NAEYC, NMSA, and NABTE Standards.
Pathwise Domain
Domain A: Organizing Content Knowledge for Student Learning
Domain B: Creating an Environment for Student Learning
Domain C: Teaching for Student Learning
Domain D: Teacher Professionalism
Arkansas Licensure Standards
1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
2. The teacher plans curriculum appropriate to the students, to the content, and to course objectives.
3. The teacher plans instruction based on human growth and development, learning theory, and the needs of students.
4. The teacher exhibits human relations skills, which support the development of human potential.
5. The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning.
NAEYC Standards:
Standard 1.0 Child Development and Learning
Standard 2.0 Family and Community Relationship
Standard 3.0 Assessment
Standard 4.0 Curriculum Development and Implementation
Standard 5.0 Professionalism
AMLE Standards:
Standard 1. Young Adolescent Development.
Standard 2. Middle Level Philosophy.
Standard 3. Middle Level Curriculum and Assessment.
Standard 4. Middle Level Teaching Fields.
Standard 5. Middle Level Instruction and Assessment.
Standard 6. Family and Community Involvement.
Standard 7. Middle Level Professional Roles
NABTE Standards:
Standard 2: Preparatory programs in business teacher education are designed to prepare candidates as public and private school business teachers (including elementary, middle, junior high, secondary, and postsecondary), teachers/trainers in business and industry, and other business and industry personnel required to have business teaching background.
Standard 3: General studies comprise approximately one-third of the preparatory baccalaureate business teacher education program. Courses such as economics, business statistics, and business technology applications may be counted as part of the general education studies.
Standard 4: Business studies comprise approximately one-half of the preparatory baccalaureate business teacher education programs or the baccalaureate degree earned prior to entering the business teacher education preparatory program.
Standard 5: Professional studies include courses such as history and philosophy of education, teaching-learning, pedagogical strategies, assessment and evaluative strategies, and practicums that include student teaching.
Standard 6: Prospective business teachers apply the results of educational research, develop concepts of research, and interpret professional literature, which addresses research and development.
COURSE DESCRIPTION
This is a practical assessment course that places assessment at the heart of instruction with special emphasis being placed on what teachers need to know. Topics include the role of assessment in supporting teaching and learning, deciding what to assess and how to assess it, performance assessment, classroom testing, and making sense out of standardized test scores.
COURSE OBJECTIVES
After the completion of this course, the student will be able to:
Part One: Foundational Concepts (Chapters 1, 2, 3, 4, 5)
1. Articulate specific reasons for teachers needing to become knowledgeable about assessment. (CF 1, 2, 3; Pathwise Domains A, B, C; NAEYC 1, 3; AMLE 3, 5; Arkansas Standards 1, 2, 3)
2. Explain the meaning of reliability, validity, and assessment bias as criteria for evaluating educational assessment devices. (CF 1, 2, 3; Pathwise Domains A, B, C; NAEYC 1, 3; AMLE 3, 5; Arkansas Standards 1, 2, 3)
Part Two: Practical Applications (Chapters 6 – 16)
1. Explain how to make decisions regarding what and how to assess. (CF 1, 2, 3; Pathwise Domains A, C, D; NAEYC 3, 4; AMLE 3, 5; Arkansas Standards 1, 2, 3)
2. Construct different kinds of test items to use for classroom assessments. (CF 1, 2; Pathwise Domains A, C; NAEYC 3, 4; AMLE 3, 5; Arkansas Standards 2, 3)
3. Identify and use several procedures designed to improve selected assessment instruments. (CF 1, 2; Pathwise Domains A, C; NAEYC 3, 4; AMLE 3, 5; Arkansas Standards 2, 3)
4. Demonstrate how to plan instruction to achieve the curricular aims represented by a test. (CF 1, 2; Pathwise Domains A; NAEYC 4; AMLE 3, 4; Arkansas Standards 2, 3)
5. Explain the appropriate use of standardized tests and appropriate and inappropriate test-preparation practices. (CF 1, 2; Pathwise Domains A; NAEYC 3; AMLE 3, 5; Arkansas Standards 2)
6. Contrast formative and summative evaluation and construct examples of each. (CF 1, 2, 3; Pathwise Domains A, C; NAEYC 3, 4; AMLE3, 5; Arkansas Standards 2)
DISPOSITIONS: Upon completion of this course, candidates will be able to:
1. Demonstrate a sense of caring. (CF: 1.1.1, 1 1.2, 3.3.3, 5.5.3; NAEYC: 5B; AMLE 7 Domain: B1, B2, D1, D2, NABTE 2.1, 5.3, 5.5; Arkansas Standards: 4)
2. Demonstrate how to establish rapport with children. (CF: 1.1.1, 1.1.2, 3.3.3, 5.5.3; NAEYC: 5B; AMLE: 7 Domains: B2, D2, and NABTE 2.1, 5.5; Arkansas Standards: 3, 4)
3. Demonstrate a sense of efficacy. (CF: 1.1.1, 1.1.2, 3.3.3, 5.5.3; NAEYC: 5B; AMLE 7; Domain: B1, B2, D1, D2, NABTE 2.1, 5.3, 5.5; Arkansas Standards: 1, 5)
4. demonstrate how to model a positive attitude towards children.(CF: 1.1.1;1.1.2, 3.3.35.5.3; NAEYC:,5B; AMLE: 7; Domain: B1,B2,D1; NABTE 2.1,5.3,5.5.2; Arkansas Standards: 4)
5. Demonstrate how to model respect for children. (CF: 1.1.1; 1.1.2, 3.3.3,
5.5.3; NAEYC: 5B; AMLE 7; Domain: B1, B2, D1, D2, NABTE
2.1, 5.3, 5.5; Arkansas Standards: 4, 5)
TECHNOLOGY: Upon completion of this course, candidates will be able to:
Access websites for reference and research purposes and utilize the companion website www.mylabschool to analyze video clips for reflection and application of course content. (CF 1, 2, 3; Pathwise A, C; NAEYC 4.A, 4.D; AMLE 3; Arkansas Standards 2, 3)
ASSIGNMENTS
All class assignments are to be submitted at the end of the classroom period on the date due. Late assignments will result in a deduction of five points per class session up to two class sessions. No assignments will be accepted after two class meetings. Work to be corrected will receive the average of the points awarded for the first and second submissions. The following is a point’s award scale subject to adjustment (based on circumstances and teacher judgment during the semester):
I. Work Points
Examinations (3 @ 100) 300 points
Quizzes (5 @ 20) 100 points
400 points
Special Activities/Projects
Extended Application Exercises (3 @ 20ea) 60 points
Textbook Assignments (4 @ 10) 40 points
Anecdotal Records Assignment 30 points
Developmental Checklist Assignment 30 points
Behavioral Objectives Assignment 20 points
Selected-Response Test Assignment 30 points
Constructed Response Test Assignment 20 points
Integrated Performance Test Assignment 25 points
Rubric to Score Integrated Performance Task 30 points
Portfolio Assessment Assignment 25 points
Affective Inventory Assignment 25 points
Note: Others maybe added or deleted
Notebook (Inclusion Points)
Cover Sheet (1 @ 5) 5 points
Table of Contents (1 @ 5) 5 points
Neatness/Organization 5 points
______
Special Project Points 350 points
Total Work Points 750 points
EVALUATION
Evaluation will be based upon candidate participation in all course requirements to include
· Full attendance to all class meetings
· Participation in assigned individual and group activities
· Written examinations
· Quizzes
· Special projects
A minimum of 3 examinations shall be administered. Each examination shall be worth 100 points. In the event that a student must miss an examination, he or she must notify the instructor IN ADVANCE when appropriate. Failure to follow this procedure could result in the student not being allowed to take the examination. Make-up examination(s) shall only be given by appointment, and under extenuating circumstances. Students must show official proof before an absentee or tardy is excused in order to make up an examination. Students who are tardy (unexcused) for an examination will only have the remaining class period to complete the examination. Make-up examinations must be taken within one week from the original date. Any student making less than 70% MUST schedule an appointment to talk with the instructor before taking the next examination.
EXPECTATIONS
v Students are expected to attend class daily.
v Students are expected to avoid tardiness.
v Students must turn off cell phones while in class. Texting is prohibited.
v Students are expected to complete the reading of all textbook material and are responsible for all materials discussed in class.
v Students are expected to demonstrate professional behavior.
v Students are expected to dress appropriately for class. No hats, do-rags, or cracks, above or below, will be tolerated.
GRADING POLICY
Grades will be assigned according to the percentage of total points earned based on the following grading scale:
90% – 100% = A 80% - 89% = B
70% – 79% = C 60% – 69% = D
0% - 59% = F
CONTENT OUTLINE
Part One: Foundational Concepts (Chapters 1, 2, 3, 4)
1. Why Do Teachers Need to Know About Assessment?
a. Yesterday’s Answers
b. Today’s Answers
c. Classroom Teachers’ Required Knowledge
d. Self-Check: What did you learn?
2. Deciding What to Assess and How to Assess It
a. What and How to Assess
b. What Classroom Teachers Really Need to Know about What and How to Assess
c. Self-Check: What did you learn?
3. Reliability of Assessment
a. Three Types of Reliability
b. What Classroom Teachers Need to Know About Reliability
c. Self-Check: What did you learn?
4. Validity
a. Types of Validity Evidence
b. How Validity and Reliability Are Related
c. What Do Classroom Teachers Need to Know About Validity?
d. Self-Check: What did you learn?
5. Absence-of-Bias
a. What is Assessment Bias
b. Detecting Bias in the Classroom
c. Assessing Exceptionalities
d. What Do Classroom Teachers Need to Know About Absence-of-
Bias?
e. Self-Check: What did you learn?
Part Two: Practical Applications (Chapters 6 – 16)
6. Constructing Test Items
a. Selected- Response Tests
(1) Binary-Choice Items
(2) Multiple-Binary Choice Items
(3) Multiple-Choice Items
(4) Matching Items
b. Constructed-Response Tests
(1) Short-Answer Items
(2) Essay Items
7. Performance Assessment
(1) Defined
(2) Identifying Tasks for Performance Assessment
(3) Identifying Scoring Criteria
(4) Rubrics
(5) Ratings and Observations
(6) Scoring Error Sources
8. Portfolio Assessment
(1) Classroom versus Large-Scale Assessment
(2) Key Ingredients in Portfolio Assessment
(3) Pros and Cons of Portfolio Assessment
9. Authentic Assessment Strategies
a. Anecdotal Records
b. Event Sampling
c. Developmental Checklists
d. Time Sampling
e. Rating Scales
10. Affective Assessment
(1) Rationale for Affective Assessment
(2) Affective Variables to Assess
(3) Assessing Affect in the Classroom
(4) Self-Report Assessment
11. Improving Teacher-Developed Assessments
12. Instructionally Oriented Assessment
13. Making Sense Out of Standardized Test Scores
(1) Defined
(2) Interpreting Standardized Tests
14. Appropriate and Inappropriate Test-Preparation Practices
15. Evaluating Teaching and Grading Students
TEACHING STRATEGIES
v Lecture
v Discovery Learning
v Discussion
v Small Group activities
v Cooperative Learning
v Demonstration Modeling
v Simulation
v Technology/Media Presentation
v Problem Solving
v Multiple Intelligence Strategies
DISABILITIES POLICY
This course adheres to Philander Smith College’s policy governing students with disabilities as outlined in the 2011 – 2013 catalog.
ATTENDANCE POLICY
This course adheres to the attendance policy outlined in the 2011-2013 Philander Smith College catalog. After class sessions are missed, courtesy requires that a student speak to the instructor giving reasons for the absence. When possible, a student should obtain advance approval from the instructor for forthcoming absences. A student should evaluate class standing before requesting approval for an absence. A student is responsible for completing any missing work. The faculty member is not required to do extra teaching because of student absences. The student must become familiar with the dates and places of the required course examinations. Absences and tardies communicate disinterest and a lack of your desire to successfully complete the course. For that reason absences and tardies can have an effect on your grade, as it is impossible to make up discussions, lectures, and pop quizzes that you miss. A student, who, because of late registration or for some other reason, does not take the tests with the class, will accept the responsibility of taking these tests at other times before receiving credit for the course.
WEBSITES
www.ablongman.com/popham5e
www.mylabschool.com
MY PHILOSOPHY
The following beliefs guide my instructional style and effort to establish a positive classroom atmosphere that will foster student academic achievement:
· I believe every student can achieve academically given an appropriate learning environment.
· I believe that teaching is one of the most important professions, and therefore I take my responsibility towards my students very seriously. I expect you to take your training to be a teacher very seriously. Teachers impact lives, either positively or negatively. Philander Smith College educates teachers to be the positive F.O.R.C.E. in the classroom for all students.
10