College of Education
Department of Educational Leadership
RSCH 6109: Assessment & Evaluation Methods
Fall 2007
Time: 3:30 PM - 6:15 PM, Monday
Location: COEd 62
Instructor: Rich Lambert, Ph.D.
Office: COEd 280
Phone: (704) 687-8867
Email:
Webpage: http:education.uncc.edu/rglamber
Course Description (Catalog Description)
Assessment of performance and ability through the selection, administration, and interpretation of standardized and criterion-referenced assessment instruments and mastery of other competencies prescribed by the State of North Carolina and other professional organizational standards, including CACREP.
Course Objectives (As Stated in Master Course Outline)
v To present the origins of contemporary assessment and evaluation procedures. (CACREP 7a; DPI 7)
v To examine the basic functions of assessment and evaluation. (CACREP 7b)
v To understand the essential characteristics of assessment and evaluation procedures, and to distinguish various types of tests and measurement procedures. (CACREP 7b; DPI 7)
v To discuss in detail the ethical responsibilities of test writers and users. (CACREP 7i; DPI 7 & 15.7)
v To understand the value and use of statistics for the solution of problems in educational assessment and evaluation, including the description of data sets graphically and numerically. (CACREP 7c; DPI 8, 14.1 &14.2)
v To master the procedures for determining test score characteristics, to understand what these characteristics tell us, and to analyze the factors that influence test scores. (CACREP 7d; DPI 8, 14.1 &14.2)
v To introduce the basic standards for selecting, using, and interpreting the results of aptitude, achievement, and measures of interests, personality, and attitudes. (CACREP 7b, 7g, 7h; DPI 6.4 &7)
Professional Standards
CACREP Standards: RSCH 6109 develops the knowledge and skills described in the 2001 Council for Accreditation of Counseling and Related Educational Programs, particularly Standard 7 - Assessment. The specific standards are aligned with the course objectives (see above). This course will also help school counselor candidates meet the following DPI school counseling standards: 6, 7, 8, 14, &15.
Course Content
Part I. Foundations of Assessment: Terminology, Historical Issues, and Locating Tests
Part II. Technical Assessment Issues: Design, Statistics, Norms & Standard Scores, Measurement
Properties
Part III. Test Applications: Ethics, Practical Issues, and Assessment Presentations
Organization & Focus
To encourage active participation, this course will take place in a seminar format. Throughout this interactive, project-based course, students will work primarily in small and large groups while participating in discussions, activities, and reading assignments in both online and traditional classroom formats. It is designed to accommodate a variety of learning styles and preferences. The discussions and activities will include opportunities to engage students in problem solving, data gathering, idea generation, alternative evaluation, and divergent thinking. Finally, the projects will provide opportunities for students to self-assess and reflect, to develop collaborative working relationships, and to critically appraise assessment instruments. Several web-based modules will be required. Students will be required to complete the module and related activity(ies) within specified dates.
Course Requirements & Grading Criteria
v Attend Class Meetings, Complete all Assigned Readings, Participate in Small Group Discussions and Activities (20%)
v Assessment Critique Handout & Presentation (20%)
v Assessment Manual & Presentation (30%)
v Interpretive Report and Battery Activities (30%)
Overall course grading scale:
A = 90-100
B = 80-89
C = 70-79
Required Textbook
Lyman, H.B. (1998). Test scores and what they mean. Needham Heights, MA: Allyn & Bacon.
Resources and Optional Supplemental Reference
J. Murray Atkins Library Educational Research Resources
The Association for Assessment in Counseling: http://aac.ncat.edu/index.html
Hood, A.B., & Johnson, R.W. (2002).Assessment in Counseling: A Guide to the Use of Psychological Assessment Procedures, 3rd Edition. American CounselingAssociation. Virginia: Alexandria.
Association for Assessment in Counseling (2002). Applying the Standards for Educational and Psychological Testing – What Counselors Need to Know. Available for purchase at http://aac.ncat.edu
Paniagua, F. (2005). Assessing and Treating Culturally Diverse Clients: A Practical Guide, 3rd Edition. Thousand Oaks, CA: Sage Publications.
American Educational Research Association, American Psycholgical Association & National Council on Measurement in Education (1999). Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.
American Psychological Association. (2001). Publication Manual of the American Psychological Association, 5th edition. Washington, DC: American Psychological Association.
Academic Integrity
It is the student’s responsibility to know and observe the requirements of the UNCC Code of Student Academic Integrity (http://www.uncc.edu/catalog/studcond.html). Cheating, fabrication or falsification of information, multiple submission of academic work, plagiarism, abuse of academic materials, and complicity in academic dishonesty are not tolerated.
UNCC Educational Commitment
What are the characteristics of excellent professionals who graduate from UNC Charlotte?
1. Knowledgeable
Ø demonstrate highly advanced knowledge of human development and of student needs
Ø demonstrate highly advanced knowledge of curriculum and content
Ø demonstrate highly advanced knowledge of expectations within a variety of educational environments for P-12 children/youth/young adults and their families, as well as state standards for P12 learners, instructional contexts, social contexts, and societal goals
Ø make links among theory, research and practice as well as between content and pedagogy
Ø demonstrate knowledge, high regard and adherence to the ethical standards of their field
Ø expand their professional knowledge through the use of technological resources
2. Effective
Ø use justifiable, appropriate strategies well grounded in research and the wisdom of practice within their respective disciplines
Ø apply their knowledge to planning, goal-setting, implementation, and continuous assessment
Ø use data to make professional decisions
Ø demonstrate a positive impact on P-12 student learning either through teaching or through the establishment of educational environments that support student learning
3. Reflective
Ø demonstrate excellence in their reflective educational decision-making
Ø demonstrate reflective self evaluation skills
Ø demonstrate flexibility and adaptability
Ø engage in continuous improvement of professional practice
4. Responsive to Equity/Diversity
Ø apply their knowledge and skills to foster educational environments that are respectful of diverse backgrounds and cultures
Ø promote positive, supportive educational environments that are respectful of and responsive to individual differences
Ø provide developmentally appropriate, age appropriate, individually appropriate, and culturally responsive instruction
Ø practice inclusive professional practices that respond effectively to the educational needs of all children/youth/young adults
Ø hold high expectations for all children/youth/young adults and provide high levels of support for high achievement
Ø recognize that equity and social justice are enhanced through education
5. Collaborative
Ø value the collective contribution of others in their efforts to provide excellent programs and services
Ø demonstrate effective communication, decision making, problem solving and interactive teaming skills.
Ø work in partnership with families, communities, and colleagues for the benefit of children/youth/young adults
6. Leaders
Ø demonstrate leadership in the improvement of professional practice at a variety of levels
Ø communicate effectively their professional knowledge to others
Ø engage in policy decisions that have positive impacts on P-12 children/youth/young adults
The Knowledge Bases of Professional Education Programs at UNC Charlotte
Excellent professionals possess a comprehensive knowledge base that is comprised of conceptual knowledge, pedagogical knowledge, and reflective knowledge. Conceptual knowledge relates to the individual’s broad knowledge base as well as a more specialized knowledge base in their content field and knowledge of how human beings learn and develop. Pedagogical knowledge entails the understanding of methods of effective teaching: knowledge of how to teach subject matter and knowledge of how to teach the subject matter to specific learners, with attention to individual differences. Reflective knowledge enables cogent evaluation of teaching practice, including self-appraisal. Excellent professionals understand how to blend these types of knowledge in actuating teaching and learning in positive ways. Excellent professionals make connections between the knowledge base and the uses of this knowledge. Four particular uses of knowledge are emphasized within professional education programs at UNC Charlotte:
v Excellent professionals use knowledge to provide effective instruction in order to have a positive impact on P-12 student learning
v Excellent professionals use knowledge to respond to the needs of P-12 learners and to provide developmentally appropriate, age appropriate, individually appropriate, and culturally responsive instruction
v Excellent professionals use knowledge to collaborate with families, communities, and colleagues to benefit children, youth, and young adults
v Excellent professionals use knowledge to provide effective leadership for the improvement of professional practice at a variety levels for the benefit of children, youth, and young adults.
In summary, UNC Charlotte develops excellent professionals who are knowledgeable, effective, reflective, responsive to equity and diversity, collaborative, and who are leaders in their profession.
COE Diversity Commitment (Approved January 2005)
The College of Education at UNC Charlotte is committed to social justice and respect for all individuals, and it seeks to create a culture of inclusion that actively supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of our community in recognizing that multi-dimensional diversity contributes to the College’s learning environments, thereby enriching the community and improving opportunities for human understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness, an inclusiveness of individuals who are diverse in ability/disability, age, economic status, ethnicity, gender, language, national origin, race, religion, and sexual orientation. Therefore, the College aspires to become a more diverse community in order to extend its enriching benefits to all participants. An essential feature of our community is an environment that supports exploration, learning, and work free from bias and harassment, thereby improving the growth and development of each member of the community.
About Your Instructor
Rich Lambert, PhD
Dr. Richard Lambert is currently an Associate Professor in the Department of Educational Leadership at the University of North Carolina at Charlotte. He also serves as the Co-Principal Investigator and Research Director for the Research Center for Head Start Quality, a five year, $1.2 million grant from the U.S. Department of Health and Human Services, Agency for Children, Youth, and Families. Prior to the current grant, the center was funded from 1996-2001 at $2.45 million. Dr. Lambert is also a member of the Head Start Quality Research Consortium Steering Committee and the technical advisory group for the Family and Child Experiences Survey (FACES). Dr. Lambert is also the Principal Investigator for a four year, $1.2 million Preschool Curriculum Evaluation Research grant from the U.S. Department of Education, Office of Educational Research and Improvement, in which he is evaluating the use of Creative Curriculum in Head Start centers in Georgia and North Carolina. Dr. Lambert earned his Ph.D. in Research, Measurement, and Statistics from Georgia State University. He also holds an Ed.S. degree in counseling psychology from Georgia State, an Ed.M. in counseling psychology from Temple University in Philadelphia, PA, and a B.S. degree in psychology from St. Lawrence University in Canton, N.Y. His research interests include the evaluation of programs for young children and stress coping. He lives in Fort Mill, S.C. with his wife and two children.