Course Description. Conceptual Framework. EDUC 4040 (CRN 80659): Classroom Assessment. Course Syllabus Fall 2017

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1 EDUC 4040 (CRN 80659): Classroom Assessment Credit Hours: 3.0 Semester credit hours Course Syllabus Fall 2017 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, (678) , Course Description Classroom Assessment is an introductory course in Test, Measurement and Evaluation that is designed to help teacher candidates understand and appreciate the role, purposes, types and methods of tests and other assessments in the teaching-learning process. The course emphasizes beginning with the end in mind or backward design, the analysis and use of results and multiple measures from reliable and valid differentiated assessment to enhance student learning in a diverse classroom. Teacher Education Policy The content of this course syllabus correlates to education standards established by national and state education governing agencies, accrediting agencies and learned society/ professional education associations. Please refer to the course correlation matrices located at the Department of Teacher Education web site. Conceptual Framework The mission of the Teacher Education Unit is to prepare professional educators who engage in reflective practice and who are competent, caring, committed, collaborative, culturally responsive, and prepared to teach diverse learners in an ever-changing society. For the complete CSU Teacher Education Unit Conceptual Framework, follow the link below. Course Prerequisites and Co-requisites: Pre-requisite: Admission to Teacher Education program 1

2 Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to Software Requirement: To properly access the course content you will need to download the following free software: Adobe Reader (needed to access files in PDF format): Adobe Flash (needed to access video content): Computer Skill Prerequisites: Able to use the Windows TM operating system Able to use Microsoft Office Applications Able to send and receive using Outlook TM Only use your CSU account or the system included in D2L to communicate academic information to your instructor. Able to attach and retrieve attached files via Able to use a Web browser. Desire2Learn (Online Classroom): On-line activity will take place in Desire2Learn, the virtual classroom for the course. You can gain access to Desire2Learn, by signing on to the SWAN portal and selecting: D2L on the top right side. If you experience any difficulties in Desire2Learn, please or call The HUB at TheHub@mail.clayton.edu or (678) 466-HEL You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor's name. Major Student Activities: 2

3 Reading and studying from course text books Working assigned homework problems Creating a test blueprint Writing and/or evaluating instructional objectives Creating and using observational tools Conducting item-analyses and using these to analyze tests Using test characteristics to evaluate or select appropriate tests for specified purposes Initiating and collaborating with colleagues on using student formative and summative evaluation data to design or adjust instruction to improve student learning Course Learning Outcomes: The student Outcomes 1, 2, 3 and 6 Diagnoses Learning Needs: The graduate uses a variety of assessment techniques and utilizes appropriate technologies to gather information about students and integrates this information to determine learners' strengths and areas to be developed. Plans for Student Learning: The graduate integrates knowledge of discipline content, of the nature of the learners, of learning theories, of instructional strategies and of state /local curriculum guides to plan instruction. Facilitates Student Learning: The graduate implements instructional plans with flexibility and is guided by knowledge of discipline content, of the nature of the learners, of the learning theories and of instructional strategies. Assumes the Role of Professional Teacher: The graduate acts in accordance with structure, standards and responsibilities of the profession and recognizes the role of the school in supporting a democratic society. Specifically, at the end of this course, the student will be able to: 1. Distinguish among assessments, tests, measurement and evaluation 2. Demonstrate an understanding of the use of various types of tests and assessments in the classroom 3. Classify and/or write cognitive instructional objectives at various levels of Bloom s Taxonomy 3

4 4. Create and defend a two-way test blueprint, or table of specifications, based on specified instructional objectives 5. Design a test based on a test blueprint 6. Evaluate instructional objectives, test blueprints and tests based on them 7. Create and evaluate test items and assessments for different types of tests and assessments using appropriate guidelines 8. Demonstrate the ability to use multiple sources of evidence to determine student achievement and progress; and to adjust instruction accordingly 9. Integrate results of various types of assessment into classroom instruction 10. Plan and work with subject matter or grade level teams to interpret results of Georgia assessments such as EOCT and Milestones assessments and use the data to plan targeted and differentiated instruction 11. Demonstrate and apply the knowledge of types of tests in the construction and selection of appropriate tests or assessments for given purposes 12. Demonstrate an understanding of the purposes and uses of standardized testing in the educational process 13. Distinguish among appropriate and inappropriate practices in preparing students to take various types of tests and assessments 14. Articulate, discuss and defend your philosophy of assessment and grading Instructor Information: Instructor: Dr. Winifred Nweke phone: (678) fax: (678) winifrednweke@clayton.edu internet: Office: Arts and Science Bldg., Room G-205B Office hours: MT: 3:00 5:00 pm. Other times by appointment Class Meetings: Classroom: Clayton Hall: Room T220 4

5 Class times: Thursday; 2:10 4:40 PM Textbook Information: 1. (2011). Classroom Assessment. ISBN-13: ; ISBN-10: Wormeli, R. (2006). Fair Isn t Always Equal: Assessing in a Differentiated Classroom ISBN-13: ISBN-10: Course Schedule: The weekly course outline for EDUC 4040 is provided in the table below. Chapter references are to the textbooks required for this class: (2011) and Wormeli, R. EDUC 4040 WEEKLY COURSE OUTLINE: FALL 2017 Date Week Topic Source Due Date & Prompts Aug 17 1 The Breadth of Classroom Assessment Module 1 Aug 24 2 Module 2 Learning about Students: Early Assessment Chapters 1 Chapter 2 Distinguish between tests, measurement and assessment and evaluation; formative or summative assessments; Standardized and nonstandardized assessment; Valid and Reliable Assessments; Ethical & Non-ethical issues/responsibilities See Module 1. What do you need to know about your students? Why? 5

6 How do you collect this information? What are IEPs? How can you ensure that assessments are non-discriminatory and culturally sensitive? Aug 31 3 Module 3 Role of Instructional Objectives in lesson planning, teaching, learning & assessment: Backward Design Chapter 3 Begin with the end in mind. What does that mean? Do you agree with this statement with regard to classroom instruction? How does The Taxonomy of Educational Objectives help you create an effective lesson plan or unit of instruction as well as a test/assessment to measure how effective the instruction was? Sep 7 4 Module 4 Sep 14 5 Test 1 (Ch. 1-3) 1 hour Module 5 Formative Assessment: Backward Design Summative Assessments: Backward Design Chapter 4 & Airasian, Chapters 5 Class Activity See Module 3 Formal vs. Informal formative assessment; Improving informal formative assessment; Creating a lesson plan See Module 4 Choose topic of an instructional unit or Standard from the Department of 6

7 Test Blueprint or Table of Specifications Education website, list corresponding instructional objectives, at least 10, construct a table of specification for creating a valid test for assessing the attainment of the objectives listed. Sept 21 6 Module 6 Sep 28 7 Module 7 Designing, Creating & scoring achievement tests: Various types of assessments Objective type tests Constructing Objective test items: True-false, Matching, Multiple Choice forms; Chapter 6 Chapters 6 & 7 Item types: Selection vs. Supply; high vs. low order items Revisit Bloom s Taxonomy. Assignment II, See Module 6 Due 9/28/2017 Bring a teacher- or professor-made test to class. Evaluate the items against the principles for writing effective objective items. What did you learn about objective tests that you did not know before? Is it true that objective tests only measure memorization? How would you avoid the disadvantages of objective tests? Oct 5 8 Module 8 Essay Questions types and scoring Distinguish among interpretive, objective and essay questions. Are they 7

8 Oct Fall Break Oct 7-10 Oct 12 9 Module 9 Improving Achievement Tests (Universal Design for Assessment) October Module 10 Evaluating the assessment: Using Test Blueprint & Item Analysis to Provide Feedback Chapter 6 Chapter 7 Chapter 6 & 7 mutually exclusive? For what type of purpose is each type of test best suited? Analytic vs Holistic scoring? Role of rubric in essay scoring See Module 8 See Module 9 Item analyze the result of Test I. Specifically, calculate the item difficulty (D) and discrimination index (DI) for each item on the test. Which items are good items? Which ones are bad items? Why? How can item analysis help in test construction, item bank development, student feedback and adjustment of instruction? Oct Module 11 Performance Assessments Chapter 8 What are the advantages and disadvantages of performance-based tests? How do scoring rubrics or rating scales help overcome the disadvantages of 8

9 Nov 2 12 Module 12 Nov 9 13 Nov Module 13 Test 2 Chap 4-8 (1 Hour) Module 14 Portfolios Assessment Grading and Reporting Commercial Standardized Achievement Tests Chapter 8 Chapter 9 & Wormeli Chapter 7-14 Chapter 10 performance assessments? See Module 11 How can portfolio assessment be used to enhance overall student assessment? How do you ensure that the portfolio is not just another folder or catalog of items? See Module 12 Why do we grade? How do we grade in a differentiated classroom? How do you show a parent, at a parent-teacher conference, that his/her child earned the grade he/she is contesting? See Module 13 Distinguish between standardized and teacher-made achievement tests in terms of their purposes, characteristics, and uses. Why do colleges ask for HS GPA as well as SAT or ACT for college admission? Module 15 Interpreting Standardized Test Scores and Norms GACE EOCT Milestone Chapter 10 Write an explanation of a student s percentile rank and scale score to him and his parents. Due Nov 30,

10 Nov Thanksgiving No Classes Nov Computer-based Technology and Classroom Assessment Chapter 11 Dec 7 Dec Test 3 Chap 9-11 Final Exams 12:30 2:30 p.m. Grade Submission Deadline 11:59 p.m. Does your school use electronic testing? Do students have access to electronic testing devices? How are they prepared to use them? Evaluation: Is based on three (3) tests, three (3) written assignments and 10 class activities. The tests will be administered in the first hour of class on test dates. Regular class will continue after the tests. Based on the following Deliverables Points Due Date Assignment 1: Lesson Plan Learning Central Focus 100 Sep 5 Test 1 Chapters Sep 7 Assignment 2 -Test Blueprint assignment See Module Sep 28 Test 2 Chapters Nov 9 Assignment 3: Interpreting Milestone scores and report See Module Nov 30 Test 3 Chapters Dec 7 Group Class Activity 100 As Assigned TOTAL (scores will be scaled down to 100%)

11 Grading: A % B 80-89% C 70-79% D 60-69% F below 60% Written Assignments Assignment I Lesson Plan: Learning Central Focus Follow the link below to Georgia Department of Education website, choose a standard from your concentration and grade level. Develop the Learning Central Focus section of Clayton State Teacher Education Lesson Template specifying the following: A Central Focus Content Standard(s) Student Learning Goals/Objectives Materials/Resources Assessments o Formative Assessment o Summative Assessment Refer to the Clayton State Teacher Education Lesson Plan Guiding Questions. Due Date: September 5,

12 Assignment II Test Blueprint How does The Taxonomy of Educational Objectives help you create an effective test blue print or table of specifications? Obtain an instructional unit from the school where you are doing your practicum, create a table of specification for making a test to assess how well students attain five of the unit objectives. For each objective, indicate the type of items that would best assess its attainment. For what type(s) of test items did you build your test of specification or can it be used in planning for all types of tests? Due 9/28/2017 Assignment III Interpreting Milestone scores and report Using Tables 1 and 2 of the Georgia Milestones Assessment Sample Reports, Follow the link below, write an explanation of Jane s performance to her and her parents, explaining what the percentile ranks mean and what her achievement level descriptors are. Jane s mother thinks Jane s best performance was in Science. Is she right? Explain. What does her reading status imply? Name: Jacobs, Jane GTID: DOB: 10/05/2000 Grade: 8 ELA Form: B10 Content Area Scale Score Achievement Level Terra Nova NP English Language Arts Mathematics Science Social Studies Reading Status: Lexile: 1160L Due Date: November 30, 2017 Milestone Reports 12

13 Sample Individual Student Report (pp. 1-16) Mid-term Progress Report: The mid-term grade in this course will be issued on October 2. Based on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the SWAN by mid-term, which occurs on October 6. Instructions for withdrawing are provided at this link. The last day to withdraw without academic accountability is Oct 6, Grade will be W. Course Policies: General Policy Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities. The Student Handbook is part of the Academic Catalog and Student Handbook. University Attendance Policy Students are expected to attend and participate in every class meeting. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades. Course Attendance/Presence Policy Attendance is expected for all class periods. Any absence must be accompanied by a written excuse from a doctor or other competent authority. Missed Work Without a valid excuse, a grade of zero points will be assigned for the missed work There are NO make-up assignments for the Drafts/activities, except where prior university approved activity caused student not to complete work. Students who fail to complete and submit two or more of the deliverables should contact the instructor concerning the applicability of an Incomplete grade. Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described in the section of the Academic Catalog 13

14 and Student Handbook titled, Procedures for Adjudicating Alleged Academic Conduct Infractions. Disruption of Online Learning Environment Behavior which disrupts the teaching learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, discourteous and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. More detailed descriptions of examples of disruptive behavior are provided in the Code of Conduct and Disciplinary Procedures sections of the Clayton State University Academic Catalog and Student Handbook. Writing Assistance The goal of the Writers Studio is to give rise to better writers, not just to better writing. People who love to write, people who struggle mightily with it, and people who fall anywhere else on the spectrum can find a place at The Writers Studio a place for students to come for writing guidance and feedback. Each student may receive up to 90 minutes of assistance per day and 3 hours per week. Furthermore, both appointments and walk-ins are welcome. Here s The Writers Studio s contact information: Location: Arts & Sciences Building, Room G-224 Phone: ws224@clayton.edu Website: Visit The Writers Studio at or schedule your appointment online at (Note: first-time users need to complete a one-time registration prior to using the online appointment website). Weapons on Campus Clayton State University is committed to providing a safe environment for our students, faculty, staff, and visitors. Information on laws and policies regulating weapons on campus are available at Other Policies 14

15 This syllabus may be modified during the semester if necessary. WCN/July,