TCED 303 COURSE CALENDAR & SYLLABUS DIAGNOSIS AND EVALUATION (ALL SECTIONS) SPRING 2010 WEEK TOPICS CHAPTER* 1-4 Introduction 1, 2, 3 A. Overview Library References B. Reliability and Validity C. Early Assessment D. Lesson Planning & Assessment Objectives EXAM 1 5-7 4, 5 Instruction Assessment Summative Assessment EXAM 2-- MIDTERM (Cumulative) 8-11 Classroom Tests 6, 7, 9 A. Creating B. Administration and Improvement C. Grading D. Interpretation Appendix D EXAM 3 (Cumulative) 13-15 Standardized Achievement Tests/ 10 A. Definition, Purpose, Types Appendix D B. Interpretation Library References C. Validity & Reliability D. Issues (NCLB, Diversity, etc.) 12 Performance Assessment 8 EXAM 4-- FINAL EXAM (Cumulative) SECTION 10-1115, M, GH231 2-315, W, GH231 Midterm Mar 3, W Mar 3, W Final Exam May 10, M, 7:45 May 7, F, 12:45 NO CLASSES Jan 18: MLK, Mar 15-21: Spring Break, Apr 2: Good Friday, May 4-5: Study Days -------------------------------------------------------------------------------------------------------------------------------- *SEE WEBSITE EXERCISES FOR THESE CHAPTERS AT THE ONLINE LEARNING CENTER: www.mhhe.com/airasian6e
TCED 303 LIBRARY REFERENCES BY TOPIC & AUTHOR Hopkins TOPIC & Antes Lyman Gronlund Worthen --------------------------------------------------------------------------------------------------------------- Planning Ch 2 Ch 2 Development Ch 3 Chs 6-7 Chs 7,8,9 Reliability Ch 2 Chs 3-4 Chs 6-7 Validity Statistics & Chs 1,5,7,9 Ch 14 Ch 3 Interpretation Test Analysis Ch 8 Ch 11 Test Assembly & Administration Ch 11 ----------------------------------------------------------------------------------------------------------- Gronlund, N.E. (1985). Measurement and evaluation in teaching(5 th ed.). New York: Macmillan. Hopkins, C.D. & Antes, R.L. (1989). Classroom testing construction (2 nd ed.). Itasca, Illinois: Peacock. Lyman, H.B. (1991). Test scores & what they mean (5 th ed.). Englewood Cliffs, New Jersey: Prentice Hall. Worthen, B, Borg, W.R. & White, K.R. (1999). Measurement and evaluation in the schools. White Plains, NY: Longman Note: TN Curriculum Standards for Content Areas with Sate Assessment: http://www.state.tn.us/education/ci/cicurassessedstandards.htm
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES TCED 303 COURSE SYLLABUS* Instructor: Dr. Frank S. Black Office: 239C Gooch Hall (Office Hours: TBA) Phone: 731-881-7165 E-Mail: fsblack@utm.edu I. COURSE TITLE AND NUMBER Diagnosis and Evaluation, TCED 303 II. III. IV. SEMESTER CREDIT HOURS Three (3) CATALOG DESCRIPTION/PURPOSE Designed to develop skills in selecting, constructing, administering, and interpreting instruments appropriate for assessing differing needs and achievement of children and youth. Activities include classroom testing and development. This course serves as a checkpoint for the teacher education portfolio. RATIONALE Assessment (diagnosis and evaluation) is a systematic process that plays a significant role in quality teaching. Without the use of good assessment procedures and instruments such as local and standardized tests, teachers cannot know whether effective learning has occurred nor can they effectively design and use appropriate instructional strategies that help students learn. V. TEACHER EDUCATION MODEL The UTM Teacher Education Model is designed to develop teachers who facilitate learning by engaging in methods and strategies which can transform students from passive recipients of information to active participants in their own intellectual growth. The faculty is committed to providing teacher candidates with a variety of experiences to increase understanding, skills, and dispositions in working with students of diverse culturally backgrounds, exceptionalities, and varying learning styles. The faculty also view technology as an integral component of the teacher education program and believe candidates should know how to enhance learning through the use of a wide variety of materials including human and technological resources. Therefore
embedded and intertwined among the components of the conceptual framework are the commitments to diverse learners and the use of technology and assessment as pedagogical tools to enhance student learning. The UTM Teacher Education Program is based on a conceptual framework that has been derived from current research and best practice. The following three key components represent a compilation of expectations an Educator as a Facilitator of Learning is expected to develop: Knowledge, Skills, and Application Reflective Practice Professional and Ethical Behavior VI. PERFORMANCE-BASED OUTCOMES/LEARNING ACTIVITIES Each student will be able to: 1. explain the basic measurement and evaluation concepts, principles, and issues. (Conceptual Framework Knowledge and State Matrix-- IIO) 2. explain the characteristics of a school assessment program. (Knowledge and IIO) 3. judge the quality and utility of an educational assessment measure and interpret correctly the results it produces. (Skills and Application and IIN) 4. construct and administer a classroom test and analyze its results. (Skills and Application and IIN, IIO) 5. find, evaluate, and select relevant standardized assessment measures and interpret their results. (Skills and Application and IIO) 6. Interact positively with peers, faculty and P-12 school personnel, accept constructive criticism and modify h/her behavior, and behave in a professional manner in accordance with TEP guidelines. (Dispositions) 7. explain diversity concerns and adaptations related to educational assessment VII. COURSE CONTENT 1. Class Exercises/Activities --include lecture-discussion, small group problemsolving exercises, and hands-on activities. 2. Examination will be administered during the course based on the course text, assigned readings, exercises, and lecture-discussions.
VIII. ASSESSMENT Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from the Student Academic Support Center within the first two weeks of the semester. Cumulative Exams Maximum Percentage Points 90 (E1=20, E2=20, E3=20, E4=30) Test Construction Exercise 10 (Portfolio Required) Total: 100 Grading Scale A = 90%, B = 80%, C = 70%, D = 60% Below 60% is not passing. There is no extra credit. Honesty and Cheating Future teachers are expected to exhibit the highest level of ethical and preprofessional behavior. Therefore, any student found cheating or plagiarizing will have earned and will receive a failing grade. Attendance & Tardiness Students are expected to be present and on time for all classes. Caps and Hats These head coverings will not be worn in class. Make-up Exams It is the responsibility of the student to arrange with the instructor to make-up any missed exams. Normally, this will be done during the last week of classes. IX. TEXTBOOK Airasian, P. W., Russell, M. K. (2008). Classroom assessment (6 th ed.). New York: McGraw-Hill. (ISBN 978-0-07-340376-2) X. OTHER RESOURCES See library reserve and XIV. XI. XII. PREREQUISITES Admission to Teacher Education and TCED 302 FACULTY FREQUENTLY TEACHING COURSE Dr. Frank S. Black
XIII. PROGRAM(S) IN WHICH COURSE IS REQUIRED BS Degree in Education with a major in Human Learning. XIV. REFERENCES FOR OBJECTIVES 1. Amerin, A.L., & Berliner, D.C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archieves, 10(18). Retrieved May 11, 2003, from http://epaa.asu.edu/epaa/v10n18. 2. Bloom, B. S., Hastings, J. T., & Madaus, G.F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. 3. Ebel, R.L., & Frisbie, D.A. (1991). Essentials of educational measurement. Englewood Cliffs, NJ: Prentice Hall. 4. Cronbach, L.J. (1990). Essentials of psychological testing. (5th ed.). New York: Harper & Row. Chapter 5, Validation. 5. Doherty, K.M. (2002). Education issues: Assessment. Eucation Week on the web. Retrieved May 14, 2003, from www.edweek.org/context/topics/issuespage.cfm?id=41. 6. Gronlund, N. E. (2003). Assessment of student achievement (7 th ed.). Boston: Allyn & Bacon. 7. Harris, M.B. (1995). Basic statistics for behavioral science research. Mass: Allyn & Bacon. 8. Moss, Pamela A. (1992, Fall). Shifting conceptions of validity in educational measurement: Implications for performance assessment. Review of Educational Research, 62 (3), 229-258. New York: Academic. 9. Popham, W.J. (2000). Modern education measurement: Practical guidelines for educational leaders. Boston: Allyn & Bacon. 10. Wainer, H. (1993, Spring). Measurement problems. Journal of Educational Measurement, 30 (1), 1-21. 11. Worthen, B. W., & Sanders, J.R. (1987). Educational evaluation:alternative approaches and practical guidelines. White Plains, NY: Longman. 12. Rosenthal, R., & Jacobsen, L. (1968). Pygamlion in the classroom. New York: Holt, Rinehart & Winston. 13. Moss, J.D., & Brown, F.G. (1979). Sex bias and academic performance: An empirical study. Journal of Educational Measurement, 16, 197-201.
14.``Menacker, J., & Morris, V.C. (1985). Intelligence testing, civil rights, and the federal courts. The Educational Forum, 49(3), 285-296. 15. Worthern, B.R., Borg, W.R., & White, K.R. (1999). Measurement and evaluation in the schools. New York: Longman XV. STATE MATRIX COMPETENCIES Matrix--IIN and IIO competencies are addressed in this course. The educator as a facilitator of learning.