Classroom Assessment for Today s Teacher Syllabus

Classroom Assessment for Today s Teacher Syllabus Course Description Classroom Assessment for Today s Teacher focuses on three important areas of assessment: grading, authentic assessment techniques, and Response to Intervention (RTI). While studying each of these areas of assessment, participants will identify common problems and obstacles classroom teachers face in each of these categories, and subsequent ways to address or overcome these issues. Participants will also apply research-based grading, authentic assessment, and RTI strategies to their particular teaching situation. Mission Statement Marygrove College Education Department collaborates in preparing undergraduate and graduate students who demonstrate the knowledge, skills, and dispositions of exemplary educators. We are committed to developing reflective, lifelong learners who value diversity and whose educational practices are integrated and grounded in research and theory, and who engage in the teaching profession with competence, commitment, and compassion. Conceptual Framework The conceptual framework of the Education Department at Marygrove College forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the mission of the college commitment, compassion, and competence the goal of the Education Department is to create an unbroken circle by preparing reflective, competent teachers who will be effective academically, socially, and technologically in a diverse world. The Education Department at Marygrove College seeks to combine technical skills and knowledge objectives with guided experiences, which will foster these goals and those of educational professionalism. Additionally, students are challenged to be selfdirected learners, to adapt to change, and to foster understanding and sensitivity to issues of diversity. Students are invited to use their deepening understanding of themselves as learners and teachers to share their insights with each other and with the faculty, in order that all may grow. Page 1 of 14

Course Content Session 1: Grading Controversies This session focuses on ways teachers can implement a grading policy that accurately and fairly reflects the academic achievement, academic growth, and effort of their students. Participants will analyze the way their grading policies align with research-based solutions to common grading problems. Session 1 Objectives Participants will: Examine the common grading practices of teachers that research shows to be ineffective Analyze current assessments according to product, process, and progress and identify the underlying assumptions teachers make when creating a grading system Session 2: Students in Special Populations This session focuses on the issues surrounding how teachers grade students with special needs. Today s classroom more often than not includes students with a spectrum of learning disabilities and/or English language learners. Participants will examine ways to accommodate these students by making modifications to their current classroom assessments. Session 2 Objectives Participants will: Examine the challenges teachers face to ensure the grades given to students with special needs are both accurate and fair Apply research-based strategies to make appropriate modifications to an assessment to meet the specific needs of a student Session 3: Portfolios and Rubrics This session focuses on the use of portfolios and rubrics as key assessment tools to measure the academic achievement and progress of students. Participants will create evaluation tools to complement the use of performance tasks. Session 3 Objectives Participants will: Evaluate the use of portfolios as an effective assessment tool Create a checklist and rubric to evaluate a performance task Page 2 of 14

Session 4: Performance Tasks This session focuses on ways teachers can incorporate the use of performance tasks into their curriculum. After studying the current research on this topic, participants analyze a performance task to apply their new learning and determine the effectiveness of the task. Also, participants create a conference they can use to assess the learning of their students. Session 4 Objectives Participants will: Design a student-teacher conference that will elicit information not easily gained from traditional pencil-and-paper assessments Analyze a performance task according to characteristics research has identified as being effective Session 5: RTI, Part 1 This session introduces a program called Response to Intervention (RTI), a systematic way teachers can target struggling students and provide the timely and intentional help they need. Participants will focus on the role and responsibilities of the classroom teacher when implementing a three-tiered RTI program. Session 5 Objectives Participants will: Examine the research-based Response to Intervention program as a viable means to systematically help struggling students Develop documentation tools classroom teachers can use to collect the information needed to present a student to an RTI team Session 6: RTI, Part 2 This session continues the examination of RTI and focuses on specific content-area interventions teachers can use to target the academic and behavioral needs of their students. Participants will focus on interventions to help a particular struggling learner in their classroom. Session 6 Objectives Participants will: Develop a tool kit of interventions to address the needs of a struggling student Implement an intervention to meet the learning and/or behavioral needs of a particular struggling learner Page 3 of 14

Session 7: Conclusion This session continues the intervention started in the previous session and culminates with participants articulating an authentic assessment plan that meets the needs of all students, including students with special needs, English language learners, and students who struggle academically or behaviorally. Session 7 Objectives Participants will: Continue to implement an intervention to meet the needs of an identified struggling learner and measure its effectiveness Share their performance task from Session 6 with other participants Create an assessment plan that includes authentic assessments, performance tasks, and developmentally appropriate interventions to meet the needs of struggling learners Required Resources Textbooks Appelbaum, M. (2009). The one-stop guide to implementing RTI: Academic and behavioral interventions, K 12. Thousand Oaks, CA: Corwin Press. Burke, K. (2010). How to assess authentic learning (5th ed.). Thousand Oaks, CA: Corwin Press. Guskey, T. R. (Ed.). (2009). Practical solutions for serious problems in standards-based grading. Thousand Oaks, CA: Corwin Press. Other Required Reading O Connor, K. (2002). How to grade for learning: Linking grades to standards (2nd ed., Chapters 8 and 11). Thousand Oaks, CA: Corwin Press. Reference Textbook American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Note: This text was provided with the first course in this program as a resource for your written coursework, which must follow APA style. You are required to use this text throughout the MAT program. System Requirements Participants will need access to a computer with a connection to the Internet when reviewing course materials. In addition to Microsoft Word, the computer used to access the course will require two programs or applications to optimize the site: Adobe Reader and Adobe Flash Player. If needed, they can be downloaded for free at www.teachscape.com/test. Page 4 of 14

Hardware and Operating System Requirements PC Windows 2000 (or above) Pentium 400 MHZ Processor (or faster) 64 MB of RAM (128 MB recommended) Sound card with speakers or headphones Monitor with display resolution of 1024 x 768 (or better) and 16-bit color Mac OS 10.3 (or above) Power-PC 400 MHZ processor (or faster) 64 MB of RAM (128 MB recommended) Speakers (built in) Monitor with display resolution of 1024 x 768 (or better) and 16-bit color Software Requirements Browser Supported Browsers o PC: Microsoft Internet Explorer 7.0 (or later) or FireFox 2.0 (or later) o Mac: Safari 3 or FireFox 2.0 (or later) Browser Settings o Javascript must be enabled o Cookies must be enabled o Cache should be set to check for page updates every time o Pop-up windows must be unblocked for all Teachscape Web sites Browser Plug-Ins Adobe Reader version 7.0 (or later) Adobe Flash Player version 10.0 (or later) Internet Connectivity You can use the content on this site with either a modem or broadband Internet connection. Modem connection If you are using a modem (or accessing the site in a computer lab with many other users simultaneously), you will need to select the low bandwidth choice to effectively view video. Broadband connection If you are using a cable modem, DSL, or T1 connection, you will need to select the high bandwidth choice to effectively view video. Firewall, caching, and proxy servers If you are accessing the Internet through a firewall, caching, or a proxy server, it must be configured to allow access to www.teachscape.com and all Teachscape subdomains. Page 5 of 14

Methods of Assessment In each session of the course, there may be two different types of assignments that you need to complete and submit for evaluation. The first is the Collaborative Discussion & Response. The second type of assignment is the Application. In the final session of the course, you will be required to submit a final project that is graded separately from the other assignments. Read the descriptions of each type of assignment on the next page for more information. Page 6 of 14

Type of Collaborative Discussion & Response Each session includes a Collaborative Discussion. This may take place online or within a face-to-face study team. Through these discussions, participants share their thoughts and reflections on the information presented in the readings and video resources and work with others to analyze issues of practice. If you are collaborating online, you must follow a schedule so that everyone participates in a way that all coursework can be submitted on time. Each session is the equivalent of one week. Percentage of Grade Total Points Possible Sunday to Tuesday: Make first posting to the session s discussion board. Tuesday to Thursday: Read colleagues postings to the discussion board. 41.25% 175 Thursday to Friday: Make last posting to the discussion board. Saturday: Submit individual response. If you are collaborating face-to-face, you must decide as a group the way in which you will meet each week in order to complete your coursework. After you have met with your collaboration team, you can work on your individual response and submit that no later than Saturday. There are 7 Collaborative Discussion & Response assignments. Each one is worth 25 points, for a total of 175 points. Application Each Application assignment is designed so that you can apply the concepts and strategies covered in each session in a way that is meaningful to your particular teaching situation. 42.25% 180 There are 6 Application assignments. Each one is worth 3, for a total of 18. Final Project There is one final project that requires you to reflect on and synthesize ideas presented in the course. It is worth 7. 16.5% 70 100% 425 Page 7 of 14

Grading Scale Final grades will be issued according to the following grading scale: GRADE POINTS PERCENTAGE A 403 425 95 100 A- 382 402 90 94 B+ 374 381 88 89 B 361 373 85 87 B- 340 360 80 84 C+ 331 339 78 79 C 318 330 75 77 E 0 317 0 74 Page 8 of 14

Assessment Rubrics Rubric for Collaborative Discussion & Response Content of Response Integration of Course Content Exemplary Proficient Partially Proficient Includes three of Includes two of Includes one of the following: the following: the following: Description Description Description of how the of how the of how the topic area topic area topic area impacts your impacts your impacts your classroom classroom classroom experience or experience or experience or may impact may impact may impact it in the it in the it in the future future future A probing A probing A probing question that question that question that extends the extends the extends the topic area topic area topic area and original and original and original thinking thinking thinking topic topic topic A new and/or A new and/or A new and/or unique idea unique idea unique idea that extends that extends that extends the topic the topic the topic area and area and area and original original original thinking thinking thinking topic topic topic A challenging A challenging A challenging view that view that view that might not might not might not conform to conform to conform to the majority the majority the majority opinion, with opinion, with opinion, with an an an explanation explanation explanation of ideas that of ideas that of ideas that support this support this support this view view view 1 8 points 4 points Includes connections Collaborative Discussion assignment and two of the following: Required Readings Strategies in Includes a connection Collaborative Discussion assignment and one of the following: Required Readings Strategies in Includes a partial or unclear connection Collaborative Discussion assignment and one aspect of course content. Incomplete Response is incomplete, or does not include any of the information requested. Does not include connections to course content. Page 9 of 14

Standard Writing Conventions Action videos Expert Commentary videos Content covered in previous sessions 1 Appropriate academic language, complete and correct sentences, and less than three errors. 4 points Timeliness submitted on time. 1 point Total Points 25 Action videos Expert Commentary videos Content covered in previous sessions 5 points 2 points Adequate academic language, complete and correct sentences, and three or more errors. 3 points submitted on time. 1 point Limited academic language, little sentence variety, and more than three errors that result in some interference with meaning. 2 points submitted late or not at all. Simplistic vocabulary, numerous errors in word usage, and many errors that seriously interfere with meaning. submitted late or not at all. Page 10 of 14

Rubric for Application Content Exemplary Proficient Partially Proficient Critical Thinking Critical Thinking Critical Thinking shows in-depth shows shows minimal adequate course course materials course materials Understanding materials Understanding Demonstrates Understanding Demonstrates in-depth Demonstrates minimal understanding adequate understanding of course understanding of course concepts and/or of course concepts and/or skills concepts skills Research and/or skills Research Consistently Research Minimally and clearly Adequately applies and/or applies and/or applies and/or connects connects connects research to own research to own research to own practice practice practice Reflection Reflection Reflection Demonstrates Demonstrates Demonstrates exemplary proficient ability less than ability to reflect to reflect upon proficient ability upon own own practice to reflect upon practice and and selfevaluate own practice self-evaluate and self- evaluate 2 Organization is logically organized and is structured for ease of understanding. 5 points Mechanics Adheres to standard writing conventions Appropriate academic language Complete and correct sentences Less than three errors 4 points Timeliness submitted on time. 1 point Total Points 30 12 points is logically organized. 3 points Adequate academic language Complete and correct sentences Three or more errors 3 points submitted on time. 1 point 4 points lacks a logical organization. 1 point Limited academic language More than three errors that result in some interference with meaning 2 points submitted late or not at all. Incomplete Critical Thinking shows no course materials Understanding Demonstrates no understanding of course concepts and/or skills Research Does not apply or connect research to own practice Reflection Demonstrates no ability to reflect upon own practice and selfevaluate is unorganized and structured in a way that impedes understanding. Many errors that seriously interfere with meaning submitted late or not at all. Page 11 of 14

Rubric for Final Project Organization is logical and is structured for ease of reading Contains required components Demonstrates understanding of course concepts, ideas, skills, and/or theoretical foundations Application and integration of research base into main ideas of the assignment Evidence of critical thinking about teaching practices and/or assignment topic Exemplary Proficient Partially Proficient is is is very organized. organized. somewhat organized. 1 8 points 4 points Includes all required components. 1 demonstrates indepth understanding of the content and research base. 15 points clearly makes connections research base and participant s own practice. Shows in-depth knowledge of and reflection relationship two. 15 points shows in-depth course materials. Participant always makes explicit connections to own practice and the ways in which new knowledge from this course is impacting own practice. 15 points Includes most required components. 8 points demonstrates adequate understanding of the content and research base. 1 sometimes makes connections research base and participant s own practice. Shows adequate knowledge of and reflection relationship two. 1 shows adequate course materials. Participant sometimes makes explicit connections to own practice and the ways in which new knowledge from this course is impacting own practice. 1 Includes some required components. 4 points demonstrates minimal understanding of the content and research base. 6 points rarely makes connections research base and participant s own practice. Shows minimal knowledge of and reflection relationship two. 6 points shows minimal course materials. Participant rarely makes explicit connections to own practice and the ways in which new knowledge from this course is impacting own practice. 6 points Incomplete is not organized. Does not include required components. does not demonstrate understanding of the content and research base. makes no connections research base and participant s own practice. Shows no knowledge of and reflection relationship two. shows no course materials and no connection to participant s own practice. Page 12 of 14

Adheres to standard writing conventions Appropriate academic language, complete and correct sentences, and less than three errors. 5 points Total Points 70 Adequate academic language, complete and correct sentences, and three or more errors. 4 points Limited academic language, little sentence variety, and more than three errors that result in some interference with meaning. 3 points Simplistic vocabulary, numerous errors in word usage, and many errors that seriously interfere with meaning. Time Commitment & Participation Participants are expected to complete at least 45 hours of coursework in seven weeks. Coursework includes: Required Reading; Collaborative Discussions with critical individual responses; Application assignments, which require the use of concepts and strategies presented in the course; and the viewing of video segments featuring teachers and content experts. Also, in the last session, participants will complete a final project that will reflect a synthesis and/or application of course concepts. Bibliography Appelbaum, M. (2009). The one-stop guide to implementing RTI: Academic and behavioral interventions, K 12. Thousand Oaks, CA: Corwin Press. Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press. Burke, K. (2010). How to assess authentic learning (5th ed.). Thousand Oaks, CA: Corwin Press. Butler, S. M., & McMunn, N. D. (2006). A teacher s guide to classroom assessment: Understanding and using assessment to improve student learning. San Francisco: Jossey-Bass. Eisner, E. W. (1985). The art of educational evaluation: A personal view. Philadelphia: The Falmer Press. Guskey, T. R. (2009). Grading policies that work against standards and how to fix them. In T. R. Guskey (Ed.), Practical solutions for serious problems in standardsbased grading (pp. 9 26). Thousand Oaks, CA: Corwin Press. Guskey, T. R. (Ed.). (2009). Practical solutions for serious problems in standardsbased grading. Thousand Oaks, CA: Corwin Press. Page 13 of 14

Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press. Janesick, V. J. (2006). Standards, assessment, and critical thinking. In Authentic assessment primer (pp. 55 74). New York: Peter Lang. Jung, L. A. (2009). The challenges of grading and reporting in special education: An inclusive grading model. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp. 27 40). Thousand Oaks, CA: Corwin Press. Jung, L. A., & Guskey, T. R. (2007). Standards-based grading and reporting: A model for special education. Teaching Exceptional Children, 40(2), 48 53. McMillan, J. H. (2009). Synthesis of issues and implications for practice. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp. 105 120). Thousand Oaks, CA: Corwin Press. Mellard, D. F., & Johnson, E. (2008). RTI: A practitioner s guide to implementing response to intervention. Thousand Oaks, CA: Corwin Press. O Connor, K. (2002). How to grade for learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press. Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: ASCD. Sampson, S. O. (2009). Assigning fair, accurate, and meaningful grades to students who are English language learners. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp. 41 55). Thousand Oaks, CA: Corwin Press. Shores, C., & Chester, K. (2009). Using RTI for school improvement: Raising every student s achievement scores. Thousand Oaks, CA: Corwin Press. Stiggins, R. J. (1999). Assessment, student confidence, and school success. Phi Delta Kappan, 81(3), 191 198. Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758 765. Page 14 of 14