329 ED Educational Evaluation and Authentic Assessment
(Sections 02, 03, 04) Jonathan R. Brown, Ph.D.
Spring 2003
1910: Chapel and Science Hall, Clarion State Normal School, Clarion, PA
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The Rise of the Normal School "The Normal School Assured." In this headline
dated Sept. 16, 1886, the Clarion Democrat announced to the county the fulfillment of an idea that had its antecedents several decades earlier. The pattern of The birth of the Normal School by A.J. Davis events leading to this announcement began when Rev. Robert W. Orr, county superintendent of schools, called a two-day teachers institute to train teachers for the schools of the county. It met at the Clarion Academy in December 1855. This pattern of teacher training was to prevail in the county for many years. Meanwhile another act in the dramatic struggle for an adequate program of teacher training was occurring in Harrisburg. After many years of proposals and deliberation about private or state control of teacher training, the issue was resolved in favor of private control through the passage of the Normal School Act of 1857. The first direct mention of a normal school for Clarion came in January 1858 at a teacher's institute at Callensburg. The Honorable R. Laughlin proposed a resolution to call "... a county convention of teachers, directors, friends and enemies of the common School system to take into consideration the necessity and utility of establishing a county normal school." This was the apparent fountain-head of the normal school movement within Clarion County which came to fruition in April 1887.
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Table of Contents
Page 4 5 8 17 21 22
I. II. III. IV. V. VI. VII.
Unit Mission Conceptual Framework: "Learners: Constructing Knowledge, Skills, and Dispositions" College of Education and Human Services Course Syllabus: ED 329 Addendum to ED 329 Syllabus: Educational Evaluation and Authentic Assessment Clarion University Blackboard Tentative Class Schedule Instructions
Linking Lesson Plans with Measurement and Assessment: 25
VIII. Linking Lesson Plans with Measurement and Assessment: 26 Rubric IX. X. XI. Final Project: Instructions Final Project: Rubric Strategic Item Map (Brown, 2002) 27 29 30
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Unit Mission
The mission of the Clarion University College of Education and Human Services is to prepare effective, dedicated, and high quality professionals, decision makers, and life-long learners who have mastered a recognized body of knowledge, internalized standards of excellence, and demonstrated the required candidate performances. At the center of the mission are learners, P12 students, candidates, and education and human service professionals, who are active participants in the process of building knowledge, skills, and dispositions. Based on a strong commitment to learning and teaching, the Conceptual Framework of the College of Education and Human Services defines the preparation of effective, dedicated, and high quality professionals as Learners: Constructing Knowledge, Skills, and Dispositions. The framework reflects state and national education standards and describes principles of learning and teaching for administrators, teaching and human services professionals, candidates, learners, school district and agency partners, families, policy makers, and others who make decisions about excellence in Education. The framework offers a foundation for articulating and discussing current learning theories and research on effective educational practices and for assessing professional candidate performance. The College of Education and Human Services is committed to selecting and graduating outstanding candidates who are empowered with the knowledge, skills, and dispositions necessary to assume responsibility for the exercise of professional judgment and continued professional growth to meet the needs of a diverse population in a rapidly changing society. The programs and environments offered by the College are dedicated to facilitating the development of professional candidates who apply knowledge, skills, and dispositions to: emphasize the importance of individual variations of unique physical, social, emotional, cognitive, and technological abilities and skills; embrace cultural diversity; respond to societal needs and influences affecting learners and their families; promote learning and teaching strategies that facilitate the development of meaningful knowledge, skills, and dispositions; provide authentic learning and assessment experiences with appropriate technology applications; support learning interactions fostering collaboration and cooperation among learners, families, and other members of learning communities; maintain high standards of professionalism; make effective educational decisions; and continue to learn and grow personally and professionally. 3/29/01
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Conceptual Framework Learners: Constructing Knowledge, Skills, and Dispositions
Based on a strong commitment to learning and teaching, the mission of the Clarion University College of Education and Human Services defines the preparation of effective, dedicated, and high quality professionals as Learners: Constructing Knowledge, Skills, and Dispositions. Clarion's Conceptual Framework for Learning and Teaching reflects the current knowledge base in the field of Education as advocated by professional accrediting agencies. The Conceptual Framework defines and describes principles of learning and teaching for administrators, teaching and human services professionals, students, families, policy makers, and others who make decisions about excellence in education. The framework offers a foundation for articulating and discussing current learning theories and research on effective educational practices for professional
education candidates as well as for university and school faculty and for assessing professional candidate performance. Learners are at the center of the Conceptual Framework. The centrality of Learners, depicted by the graphic above, reflects current cognitive views of how individuals learn. The framework identifies both students and professionals as Learners who are active participants in the process of building knowledge, skills, and dispositions within the context of what they already know and applying the new understandings and skills to authentic situations. Learners are surrounded by three triangles depicting the development of students and professionals as they acquire knowledge, skills, and dispositions within the: Contexts of individual variations, cultural diversity, and societal influences and the
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Processes of knowledge construction, learning interactions, and authentic learning and assessment to facilitate the Outcomes of professionalism decision making, and life-long learning.
The first triangle of the model is Contexts. Learners develop in the contexts of Individual Variations, Cultural Diversity, and Societal Influences. The learners are inseparable from these important contexts. Contexts impact the ways in which individuals process and construct knowledge and experiences. Individual Variations provide complex contexts for the development of learners. As individuals develop knowledge, skills, and dispositions, they are dependent on the unique set of physical, social, emotional, cognitive, and technological abilities and skills they each possess. Cultural Diversity is an important context in the development of learners. Educational programs include communities of learners encompassing students, families, and professionals from diverse backgrounds. Respect for and responsiveness to the learners and their cultural and language diversity is a crucial component of this context. Societal Influences include the economic, social, technological, cultural, and political contexts that affect schools and agencies. These contexts impact learners as they construct knowledge, skills, and dispositions and apply these new understandings and skills to real-life situations. The second triangle of the Conceptual Framework identifies the Processes of Knowledge Construction, Authentic Learning and Assessment, and Learning Interactions. Learners use these processes to promote cognitive, language, creative, social, emotional, physical, and motor growth and development. Knowledge Construction is a process learners use to build meaningful understandings that support growth and development. Grounded in cognitive learning theory, inductive and deductive instructional models assume the active involvement of learners in the process of acquiring and constructing knowledge. Professionals use a variety of models of learning and teaching that are designed to help students develop deep understandings. Knowledge is not static but will continually evolve and change as learners confront new information, experiences, and technology. Authentic Learning and Assessment are processes requiring understandings similar to the thinking encountered in actual situations outside the classroom. Effective instruction, technology, and authentic assessment assist learners in the application and investigation of real world problems and solutions. Learning experiences and assessments are anchored in the learners' real world experiences contributing to the knowledge construction in a particular content discipline.
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Learning Interactions is a process occurring as learners communicate, collaborate, and negotiate in the construction of knowledge, skills, and dispositions. Learning interactions are enhanced through the integration of technology. Interactions encourage learners to verbalize their thinking, refine their understandings, and reflect on growth and changes. The third triangle reflects the learners' Outcomes. All university Education and Human Services programs for candidates at the initial and advanced levels guide and facilitate learners as they develop: Professionalism - personal codes of behaviors and responsibilities as members of learning communities; Decision making - essential skills in the active construction of knowledge, skills, and dispositions; and Life-Long Learning - habits of inquiry and reflection that help nourish continuing curiosity and excitement about the world.
(3/10/01)
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Revised 04/19/01 COLLEGE OF EDUCATION AND HUMAN SERVICES COURSE SYLLABUS ED 329 EDUCATIONAL EVALUATION AND AUTHENTIC ASSESSMENT Catalog Description: Examines construction, selection, administration, interpretation, and utilization of evaluation techniques and instruments, including statistical interpretations. Emphasizes analysis of standardized tests applicable to various content areas, as well as the construction and utilization of qualitative assessment techniques. Taken concurrently with the methods courses (block) for Secondary Education majors. Taken prior to the methods courses (block) for Elementary Education majors. Each semester. Suggested Texts: Linn, R.L. and Gronlund, N.E. (2000). Measurement and Assessment in Teaching (8th ed.). Columbus, Ohio: Merrill/Prentice Hall. McMillan, James H., (2001). Classroom Assessment (2nd ed.). Needham Heights, MA: Allyn & Bacon. Stiggins, Richard J., (2001). Student Centered Classroom Assessment (3rd ed.). Columbus, Ohio: Merrill, Prentice-Hall. Conceptual Framework: Through the content and experiences of this course, candidates will construct knowledge, skills, and dispositions related to the Contexts, Processes, and Outcomes of the Conceptual Framework. 3 s.h.
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Course Objectives
Conceptual Framework Components Decision Making Life-long learning Knowledge Construction Authentic Learning & Assessment Knowledge Construction Decision Making Societal Influences Authentic Learning & Assessment Decision-Making
Assessments of Candidate Performance*
Knowledge: The student will:
1. Identify the interrelation of teaching, learning, assessment, and instructional decision-making
2. Define instructional objectives in performance terms 3. Define the concepts of validity and reliability and discuss their role in the construction, selection, interpretation, and use of tests and other evaluation instruments. 4. Describe the role of teacher as decision-maker relative to the outcomes of assessment.
Course exams Reflection/reaction papers Class Presentations Qualitative classroom observations Portfolio design & maintenance Course exams Application projects Peer evaluation Course exams
Authentic Learning & Assessment
5. State a rationale for the use of valid and Knowledge Construction reliable assessment.
Professionalism Knowledge Construction Authentic Learning & Assessment Learning Interactions
6. Classify assessment strategies by learning domains and taxonomic levels.
Course exams Reflection/reaction papers Portfolio design & maintenance Course exam Qualitative classroom observation Application projects Peer evaluation Qualitative classroom observations Class presentations
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7. List and describe categories of assessment, including test-based and performance assessment. 8. Identify how classroom assessment functions in the instructional process
9. Identify appropriate practices in administering, scoring, & using results of classroom tests 10. Distinguish among the characteristics of norm-referenced standardized test scores 11. Identify and describe evaluation assessment techniques appropriate for classroom use. 12. Identify and describe different types of marking and reporting systems.
Knowledge Construction Authentic Learning & Assessment Decision-Making Decision-Making Life-long Learning Knowledge Construction Authentic Learning & Assessment 7. Knowledge Construction Learning Interactions Professionalism Societal Influence Learning Interactions Decision-Making Individual Variations Societal Influence Knowledge Construction Societal Influence Learning Interactions Professionalism
Application projects Peer evaluations Course exams Qualitative classroom observation Course exams Reflection/reaction papers Class presentation 7. Course exams Application projects
Qualitative classroom observations Reflection/reaction papers Course Exams Reflection reaction papers Portfolio project Portfolio project Qualitative classroom observation
*Each course instructor has the right to select the specific method(s) of assessment for the course objectives as well as additional methods of assessment not listed.
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Course Objectives
Conceptual Framework Components Knowledge Construction Authentic Learning & Assessment Decision-making Individual Variations Cultural Diversity Societal Influences Authentic Learning & Assessment Decision-making Decision-making Authentic Learning & Assessment Knowledge Construction Knowledge Construction Authentic Learning & Assessment Decision-making Authentic Learning & Assessment Authentic Learning & Assessment Knowledge Construction Knowledge construction Learning Interactions
Assessments of Candidate Performance*
Skills: The student will:
1. Construct classroom test items that measure a variety of intended learning outcomes (from simple to complex) 2. Match appropriate assessment methods with particular educational situations, learning targets, and diverse learners.
Application projects Peer evaluation
Application projects Peer evaluation Reflection/reaction papers Portfolio project Application projects Peer evaluation Qualitative classroom observation Reflection/reaction papers Portfolio project Application projects Peer evaluation Class presentation Application projects Peer evaluation Qualitative classroom observation Portfolio project Portfolio project Reflection/reaction paper
3. Administer, interpret, and apply test results effectively for instructional decision-making purposes.
4. Construct, select, use, and interpret non-test assessment methods for instructional decision-making purposes. 5. Identify, select, and develop effective assessment criteria 6. Interpret item analysis data
7. Explain anecdotal records of a classroom observation including their advantages and limitations
*Each course instructor has the right to select the specific method(s) of assessment for the course objectives as well as additional methods of assessment not listed.
Course Objectives
Conceptual Framework Components Knowledge Construction
Assessments of Candidate Performance*
Dispositions: The student will:
1. Appreciate both the potentialities and the limitations of the various assessment methods used all levels.
Application project Peer evaluation
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methods used all levels. 2. Value the contribution to the teachinglearning process of effective assessment 3. Value the role of teacher as evaluator 4. Value the need for and the use of a range of assessment 5. Appreciate the relationship between teacher and learner and the range of other stakeholders including, but not limited to, parents, administrators, school community, and beyond. 6. Value the potential for improving instructional decision-making that results from effective assessment
Authentic Learning & Assessment Decision-Making Knowledge Construction Learning Interactions Life-Long Learning Knowledge Construction Knowledge Construction Professionalism Learning Interactions Professionalism Societal Influence Individual Variations Cultural Diversity Societal Influence Knowledge Construction
Portfolio project Course exams Reflection/reaction papers Portfolio project Course exams Reflection papers Portfolio project Course exams Application projects Peer evaluation Portfolio project Portfolio Project Application Projects
Course exams Application project Peer evaluation Portfolio project
*Each course instructor has the right to select the specific method(s) of assessment for the course objectives as well as additional methods of assessment not listed.
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Course Outline: I. The Role of Assessment in Teaching and Instructional Decision-Making A. Decision Making Based on Assessment Data B. Guiding Principles for Classroom Assessment C. Student-Centeredness and Student Success in Classroom Assessment D. Developing a Philosophy of Testing and Assessment E. Understanding the Critical Roles of Assessment Instructional Objectives A. Objectives as Learning Outcomes B. Types and Taxonomies of Objectives (Targets) 1. Knowledge Targets 2. Reasoning Targets 3. Skill Targets 4. Product Targets 5. Dispositional Targets C. Mastery and Development Objectives D. Choosing and Writing Instructional Objectives E. Linking Instructional Objectives with the Assessment Process Validity and Reliability Understanding Assessment Methods A. Selected Response Assessment (Objective Items) 1. Multiple-Choice Items 2. True-False or Alternative-Response Items 3. Completion Items 4. Matching Exercises 5. The Interpretive Exercise B. Essay Assessment 1. Extended Response Items 2. Limited Response Items 3. Integrating Essay Instruction and Assessment C. Performance Assessment 1. Performance Assessment at Work in the Classroom 2. Ensuring the Quality of Performance Assessments 3. Developing Performance Assessments D. The Importance of Informal and Qualitative Assessment Data 1. Effective Communication with Students 2. Student Success and Academic Self-Esteem Constructing Classroom Tests A. Planning the Test 1. Purpose of the Test 2. Test Specifications 3. Selecting Item Types 4. Matching Content with Cognitive Operations
II.
III. IV.
V.
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VI.
VII.
VIII. IX. X. XI. XII.
Classroom Applications A. Assessing Reasoning Proficiency B. Performance Assessment of Skill and Product Targets C. Assessing Student Dispositions Classroom Perspectives on Standardized Testing A. Understanding the Purposes for Large-scale Assessment B. The Many Forms of Large-scale Assessment C. Interpretation of Commonly Used Test Scores Communicating About Student Achievement A. Understanding Student-involved Communication B. Student-involved Communication and Academic Excellence Developing Sound Report Card Grading Practices A. Selecting Targets for Grading Purposes B. Gathering Achievement Information for Grading Purposes The Role of Portfolios in the Assessment Process A. The Popular Culture of Portfolios B. Analyzing the Active Ingredients in Portfolios Reports and Conferences that Highlight Achievement A. Conference Formats that Enhance Communication B. Finding Effective Ways to Communicate about School Achievement Trends and Issues in Testing A. Accountability and Reform B. National Assessment of Educational Progress C. Teacher Testing D. National Standards
Clinical/Field Experiences: Clinical Experience This course uses a clinical approach connecting assessment to standards, curriculum, and instruction. Utilizing a number of sources, students will engage material designed to evoke a reflective posture when dealing with assessment issues. Through a series of mini-projects, exams and portfolio maintenance, students will directly experience the problems encountered when constructing and utilizing classroom assessments. Field Experience - Three week field experience in an appropriate classroom observing,
tutoring, assisting, and teaching under the guidance and supervision of a classroom teacher and a university faculty member. Field placements are coordinated through the Office of Field Services.
Technology Applications/Experiences: Power Point presentations Video technology Student Power Point presentations Demonstration of on-line resources Electronic portfolios(optional) Representative Works Consulted: Books:
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Airasian, P.W. (2000). Classroom assessment: Concepts & Applications(4th ed.). New York: McGraw-Hill. Brandt, R. (Ed.). (1992). Readings from educational leadership: Performance assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Cangelosi, J.S. (2000). Assessment Strategies for Monitoring Student Learning. New York: Addision-Wesly Longman. Cohen, P. (1995). Designing performance assessment tasks. Alexandria, VA: Association for Supervision and Curriculum Development. Educators in Connecticut's Pomperaug Regional School District 15. (1996). A teacher's guide to performance-based learning and assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Gallagher, J.D. (1998). Classroom assessment for teachers. Columbus, Ohio: Merrill. Gronlund, N.E. (1985). Stating objectives for classroom Instruction. New York: Macmillan. Gronlund, N.E. (1995). How to write and use instructional objectives. Columbus, Ohio: Merrill. Haladyna, T.M. (1997). Writing test items to evaluate higher order thinking. Boston: Allyn and Bacon. Herman, J.L., Aschbacher, P.R. & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Kubiszyn, T. & Borich, G. (2000). Educational testing and measurement: Classroom application and practice(6th ed.). New York: Wiley. Lyman, H.B. (1998. Test Scores: And What They Mean (6th ed.). Boston: Allyn and Bacon. Maryland Assessment Consortium (1996). Developing Performance Assessment Tasks: Templates for Designers. c/o Urbana High School, Ijamsville, MD: Maryland Assessment Consortium. Marzano, R.R., Pickering, D. & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R.R., Pickering, D., et al (1997). Dimensions of Learning: Teacher's Manual. Alexandria, VA: Association for Supervision and Curriculum Development. McTighe, J. & Ferrara, S. (1994). Assessing learning in the classroom. Washington, DC: National Education Association. Montgomery, K. (2000). Authentic Assessment: A Guide for Elementary Teachers. New York: Addision Wesly Longman. Neill, M., Bursh, P., Thall, C., Yohe, M., and Zappardino, P. (1995). Implementing performance assessments: A guide to classroom, school, and school reform. Cambridge, MA: FAIRTEST: The National Center for Fair and Open Testing. Newman, F.M., Secada, W.G., &Wehlage, G.G. (1995) A guide to authentic instruction and assessment: Vision, standards, and scoring. Madison, Wisconsin: Wisconsin Center for Education Research.
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O'Neil, J. (1994). Making assessment meaningful: Rubrics clarify expectations, yield better feedback. Alexandria, VA: Association for Supervision and Curriculum Development (Education Update, 36 (6), 1-5). Payne, D.A. (1997). Applied educational assessment. Belmont, CA: Wadsworth. Perrone, V. (Ed.). (1991). Expanding student assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, W.J. (1999). Classroom assessment: What teachers need to know (2nd ed.). Boston: Allyn and Bacon. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gorden Publishers. Wakefield, J.F. (1996). Educational psychology: Learning to be a problem solver. Boston: Houghton Mifflin. Wiggins, G.P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass Publishers. Wiggins, G. P. & McTighe, J., (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Journals consulted on a regular basis:
American Educator American Educational Research Journal Curriculum Administrator Educational Leadership Educational & Psychological Measurement Educational Researcher ERIC Review Journal of Educational Psychology Journal of Educational Statistics Journal of Educational Research National Association of Secondary School Principals Bulletin Phi Delta Kappan Principal Leadership Review of Educational Research
Writing Written Style: work in this course must be prepared according to APA style. Department of Record: Education Department Faculty Frequently Teaching Course: McLaughlin, Colantonio
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ED 329 Addendum
ADDENDUM: SEMESTER: INSTRUCTOR:
ED 329: Educational Evaluation and Authentic Assessment
Spring, 2003 Jonathan R. Brown, Ph.D. Stevens Hall 219 Office Phone: [phone] Home Phone: [phone] Email: [e-mail] Section 02 03 04 M: T: W: TH: Time M/W, 2:00 3:15 M/W, 3:30 4:45 T/TH, 2:00 3:15 Classroom Stevens 218 Stevens 218 Stevens 218
MEETING TIMES:
OFFICE HOURS:
1:00 2:00 p.m. 4:45 5:00 p.m. 1:00 2:00 p.m. 3:15 3:30 p.m. 1:00 - 2:00 p.m. 4:45 5:00 p.m. 1:00 - 2:00 p.m. 3:15 3:30 p.m. Other times by appointment or by chance
TEXTS:
Linn, Robert L. & Gronlund, Norman, E. (2000). Measurement and assessment in teaching. Upper Saddle River, New Jersey: Merrill. Not Required Highly Recommended McMillan, James H. (2001). Classroom Assessment: Principles and practice for effective instruction. Boston, MA: Allyn and Bacon . Not Required
MATERIALS: ED 329 class discussion notes are available at the university book center. COURSE GUIDELINES: Course Goals: To provide an introductory course about test instruments, measurement using those instruments, and assessment of the results of measurement to undergraduate students who are planning to work professionally with people and who have no formal background in instrumentation, measurement, and assessment.
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To provide an overview of a diversity of different measurement and assessment practices using the argument that no one practice is applicable to all students at all times. Instructional Methods and Activities: Introduction: The course will incorporate a variety of instructional strategies which may include but will not be limited to the following: discussion, lecture, group simulation, demonstration, and individual and group analysis and evaluation. Because ED 329 is an introductory course, lecture and discussion will be used frequently; therefore, class attendance is critical to help insure better grades. I. Student participation in class is essential to the learning process; therefore, the university requires attendance. Students will need to participate in all class assignments. "The instructor is not required to give make-up examinations or accept class work missed as a result of an unexcused absence." Therefore, an excused absence will require that a student submit a formal document attesting to the class absence (i.e. signed doctor's excuse, etc.). Please see page 17 of the Clarion University 2002 2003 Undergraduate Catalog.
II.
Projects (150 Points):
A. Student achievement will be measured on the basis of a criterion marking system. This means that no part of the student's course grade will be based upon a curve or normative marking system. Students will not be in competition to achieve a grade. B. Major Projects: In many professions, a portfolio is a familiar term. Portfolios have constituted the primary method of evaluation in fields such as art, architecture, modeling, photography, business, journalism, and now the field of education. These professions have realized the value of documenting proficiency, skill, style, and talent with examples of actual work. In education, a portfolio may be defined as a purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved.
Final Project (PowerPoint): 100 Points
1. Linking Lesson Plans with Measurement and Assessment 2. PowerPoint portfolio and class presentation
April Project: 50 Points
III.
Quizzes (400 Points): A. There will be four quizzes. Each quiz will consist of cumulative information from course discussions and assignments. Questions will be used (exactly or modified) from previous quizzes as part of each successive quiz. B. Each quiz will be worth 100 points (400 Total Points). Grading (Total 550 Possible Points): A. 100 total points for completion of the Final PowerPoint Project. B. 50 total points for Linking Lesson Plans with Measurement and Assessment.
IV.
C. 400 total points for completion of four quizzes.
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D. Each student's grade will be computed as follows (refer to the Clarion
University of Pennsylvania Undergraduate Catalog for additional information):
Final Grade Assignments: Following the computer grading process of the final quiz: 1. the number of points that each student has earned for all work completed in ED 329 will be posted on the Clarion University BlackBoard internet location (disregard any percentages that Blackboard might generate). 2. The following point conversion information will be used to determine the letter grade that each student has earned. 3. No rounding of earned points will be made to the next higher grade (grade assignments will be made exactly as calculated). For example, 516 points converts to a letter grade of "B" and will not be changed to a letter grade of "A." Total Possible Points 550 - Course Grade Assignment: A B C D E = = = = = > 517 Points 462 - 516 407 - 461 352 406 < 351 A B C D E = > = = = = 94% 84-93% 74-85% 64-75% < 63%
V.
VI.
Course Schedule and Class Policies: A. Schedule of Topics: Refer to "ED 329: Tentative Schedule." Changes may be made in this schedule to accommodate the needs of the class. B. Class Policy: 1. Clarion University Policy and Practices will be followed. This information is available in the current Clarion University Undergraduate Catalog and documents provided to each student who is a member of the College of Education. 2. Class attendance is required. 3. Electronic/Technology usage is required for ED 329. Assignments are due at the assigned date and time without respect to technology access and usage. Time extensions for accessing and using technology to complete assigned projects will not be given. Therefore, a prudent student is a student who plans and prepares for assigned tasks well in advance of deadlines for assignments. References: A. Classic Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1981). Evaluation to improve learning. New York: McGraw Hill. Coleman, J. S. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office. Cronbach, L. J. (1990). Essentials of psychological testing (5th). New York: Harper Row. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964).
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B.
Taxonomy of educational objectives, handbook, II: Affective domains. New York: Harper Collins. Contemporary Airsian, P. W. (1997). Classroom assessment (3rd). New York: McGraw Hill. Cary, L. M. (2001). Measuring and evaluating school learning. Allyn and Bacon: Boston, MA. Guskey, T. R. & Brophy, J. E. (2000). Grading and reporting. Thousand Oaks, CA: Corwin Publishers. Good, T. L. & Brophy, J. E. (2000). Looking in classrooms (7th ed.). New York: Harper Collins. Gore, M. C. & Dowd, J. E. (1999). Taming the time stealers: Tricks of the trade from organized teachers. Thousand Oaks, CA: Corwin Press. Heubert, J. P. & Hauser, R. M. (Eds.). (1999). High stakes testing for tracking, promotion, and graduation. Washington, DC: National Academy Press. McMillan, J. H. (2001). Classroom assessment: Principles and practices for effective instruction (2nd). Allyn and Bacon: Boston, MA. McMillian, J. H. (2000). Essential assessment concepts for teachers and administrators. Thousand Oaks, CA: Corwin Publishers. McKillian, J. H. (2000). Classroom assessment: Principles and practices for effective instruction. Boston, MA: Allyn and Bacon. Montgomery, K. (2001). Authentic assessment: A guide for elementary teachers. Allyn and Bacon: Boston, MA. Popham, James J. (2002). Classroom assessment: What teahers need to know. Allyn and Bacon, Boston, MA. Schmokerl, M. (1999). Results: The key to continuous school improvement, 2nd edition. Baltimore, MD: ASCD. Spinelli, C. G. (2002). Classroom assessment for students with special needs in inclusive settings. Prentice Hall: Saddle River, NJ. Stiggins, Richard J. (2001). Student-Involved classroom assessment (3rd) Prentice Hall: Saddle River, NJ. Tanner, David E. 2001). Assessing academic achievement. Allyn & Bacon: Boston, MA. Wiggins, G. and McTighe, J. (1998). Understanding by design. Merrill: Upper Saddle River, NJ.
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Clarion University Blackboard
1. Everyone needs Blackboard: Each student needs to frequently access CUP's Blackboard. If a student has difficulty accessing or using Blackboard, please access "Need Help Using Blackboard" that is located at the first Blackboard page. http://online.clarion.edu/?bbatt=Y&bbatt=Y Daily Class Presentations: Most class presentations will be made available on Blackboard's Course Documents in the form of a PowerPoint document. It is recommended that a printed copy of the PowerPoint document be brought to class in order to follow the class presentation and to help facilitate taking notes. The PowerPoint presentation assists providing student with more information during the class period and reduces the need to spend class time copying notes. Each question for each quiz will be based on information from these PowerPoint presentations. However, expect all learning domains (cognitive, affective, psychomotor) and all taxonomies within those domains to be used (i.e. Taxonomies in the Cognitive Domain: knowledge, comprehension, application, analysis, synthesis, evaluation). Graded Quizzes and Projects: Blackboard's Grade Book will contain points that are earned from successfully completing projects and quizzes in ED 329. Points will be maintained for: a. Quiz I: 100 Possible Points b. Quiz II: 100 Possible Points c. Quiz III: 100 Possible Points d. Quiz IV: 100 Possible Points e. Linking Lesson Plans with Measurement and Assessment 50 Possible Points f. Final Project: 100 Possible Points Total: 550 Possible Points Quizzes: All earned points will be posted on Blackboard when the computer center completes analysis of the optical scanning sheets. This process normally takes about three days. Final Projects: All earned points will be posted as soon as each student evaluator has completed her/his analysis process. This process normally takes about ten days. Final Course Grade: Final course grades will be submitted consistent with the CUP grade submission process. Each student's final course grade will be based strictly on the number of points earned (criterion marking system).
2.
3.
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ED 329: Tentative Class Schedule
(Page References: Linn & Gronlund, 2000) Date Section 02 M/W: 2:00 3:15 Section 03 M/W: 3:304:45 Section 04 T/TH: 2:00 3:15 X Topic
T: January 21 W: January 22 TH: January 23 X X
Course Introduction (pp. 1 72)
* ``No Child Left Behind Act of 2001'' (Public Law 107110)
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* PA State Standards * Strategic Item Mapping
(SIM) (Brown, 2002)
M: January 27 T: January 28 W: January 29 TH: January 30 M: February 3 T: February 4 W: February 5 TH: February 6 M: February 10 T: February 11 W: February 12 TH: February 13 M: February 17 T: February 18
X
X X * Exploring Ways Students Learn Exploring Curriculum Linking State Standards with Standard & Poors * Developing A Table of Specification Quiz I Who are the learners? * Selecting Measurement Tools: 1 7 * Reliability (pp. 73-105) * Validity (pp. 107 137) Quiz II 1. and 2. Objective Measurements: Simple Forms and Multiple Choice (pp. 139 - 215 3. and 4. Interpretive Measurements, Essay Measurements, and Rubrics (pp. 217 258) Winter Break
X X
X X X X
X
X X
X X X
X X X X X X
W: February 19 TH: February 20 M: February 24 T: February 25
X X
X X X X
W: February 26 TH: February 27
X
X X
March 3 - 11
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W: March 12
X
X
TH: March 13
X
3. and 4. Interpretive Measurements, Essay Measurements, and Rubrics (pp. 217 258) Test Development: Plan, Format, Communicate, and Present (p.p. 345 376) Review: Final Projects 5. Performance-Based Measurements (pp. 259 288) 6. Portfolio Measurements: Students and Teachers (pp. 289 313) Quiz III Preparing Student Presentations: Linking Lesson Plans with Measurement and Assessment The Impact of Test Scores 7. Student Presentations: *Linking Lesson Plans with Measurement and Assessment *Self Evaluations and Peer Evaluations (315 343)
M: March 17 T: March 18 W: March 19 TH: March 20
X X
X X X X
M: March 24 T: March 25
X
X X
W: March 26 TH: March 27 M: April 31 T: April 1
X X
X X X X
W: April 2 TH: April 3 M: April 7 T: April 8
X X
X X X X: Class Presentations
W: April 9 TH: April 10 M: April 14 T: April 15
X: Class Presentations
X: Class Presentations X: Class Presentations
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On-Line: Selecting and Using Published Tests (p.p. 405 507)
W: April 16 TH: April 17
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X X Review: Selecting and Using Published Tests Spring Break
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T: April 22 W: April 23 TH: April 24 X: Class Presentations X: Class Presentations
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Constructing a Formal Written Test
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Special/Gifted Students: PA Chapter 14 PA Chapter 15 PA Chapter 16 Recording and Reporting Test Scores (p.p. 377 403) Final PowerPoint Presentations *Final PowerPoint Presentations * Final Projects Submitted Tests and Measurement Forum Final Examination Week 1. Final Projects Graded 2. Final Quiz: Quiz IV
M: April 28 T: April 29
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W: April 30 TH: May 1 M: May 5 T: May 6
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W: May 7 TH: May 8 May 12 16
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Linking Lesson Plans with Measurement and Assessment: Instructions
Project Due: Section 02 and 03: Wednesday April 9 and Wednesday April 23 Section 04: Tuesday April 8 and Thursday April 10 I. Working individually or in groups of not more than two people, design a Lesson Plan presentation that will address the twenty elements listed in the "Linking Lesson Plans with Measurement and Assessment" rubric. A. All groups must consist of students within the same Section of ED 329. B. Once groups are formed, no group member may change to a different group. II. Be prepared to respond to the "Linking Lesson Plans with Measurement and Assessment" rubric. A. Use PowerPoint or acetate transparencies to present your work. B. Prior to presenting your lesson in class, give Dr. Brown a copy of your completed lesson plan presentation. C. Your presentation should take approximately fifteen minutes. D. It is critical that you do not generalize how measurement and assessment will be used. For example, do not use the following explanations: 1. "Questions will be asked to the students..." 2. "The students will answer questions asked by the teacher...." 3. "The teacher will monitor the students' responses..." 4. "The teacher will listen to the students' responses...." III. When describing how students will be measured and assessed, each presentation must include a detailed explanation of exactly what behaviors will be measured and how behavioral responses will be assessed. For example use the following guides: A. List the exactly what behaviors will be measured. B. Determine the correct responses for the completed measurements. C. How will you respond if a student does not respond correctly? D. How will you assign some form of assessment (i.e. grade) to each student's responses? IV. Source of Lesson Plan A. You may use a lesson created in ED 327. B. You may use a lesson created for ED 329. C. If you use another person's lesson plan, y...