EDU 510: Educational Assessment

Course Syllabus – Fall 2000
Thursday 4:30 -7:30, Poucher 205
Instructor: Dr. John V. Shindler
Office: Poucher 214
Office hours: Mon. by Apt, Thurs. 12:00 – 4:00
Phone: 312-2659
E-mail: shindler@oswego.edu
http://www.oswego.edu/~shindler

Course Description:
This course is designed to prepare practicing and pre-service teachers with the skills and knowledge they will need to do high quality classroom assessment, develop classroom tests, and measure student achievement. It surveys the practical and theoretical issues relating to assessment within the classroom application. Significant assessment methodologies are explored including performance assessment, test development, portfolio use, and communicating student progress. Upon completion, students should have a broad knowledge base regarding principles of sound assessment, the nature of assessment, an understanding of standardized tests and test scores, as well as necessary skills in the practical application of classroom assessment.

REQUIRED TEXT: Stiggins, R. J. (1997), Student-Centered Classroom Assessment. Third Edition. Upper Saddle River, NJ. Merrill Press.

COURSE OBJECTIVES:
1.0 As a result of the course, students will learn to integrate the principles and practices of assessment with instructional, content, and management objectives. Students will take part in study and experiences for integrating assessment skills across disciplines (ACEI 5.3). INNOVATIVE PRACTICE
2.0 As a result of this course, students will become proficient in the concepts of "quality" assessment including validity and reliability. KNOWLEDGE
3.0 In this course, students will design and develop assessment instruments for various outcomes including: knowledge, aptitude, skill, interests, product and affective outcomes. KNOWLEDGE, INNOVATION & SOCIAL CHANGE
4.0 In this course, students will construct assessment instruments incorporating appropriate achievement targets in a variety of methodologies including: selected response, essay, performance, student's communication, and cooperative group type assessment. Included in the development of methodology will be considerations for age, developmental level, and characteristics of the student (ACEI 4.2 part 1). In addition, the course provides each student the opportunity to develop his of her capacity to organize and implement instruction for students (ACEI 4.0). Students learn to match content with the learning objectives they have developed, and develop teaching strategies (ACEI 9.3). KNOWLEDGE, INNOVATION & SOCIAL CHANGE
5.0 In this course, students will interpret and evaluate standardized tests and standardized testing practices. KNOWLEDGE
6.0 As a result of this course, students will be able to articulate a developed personal strategy toward assessment. REFLECTION
7.0 As a result of this course, students will be able to articulate a developed strategy for communicating grades and evaluations to students and parents. Further, they will develop understanding and skills in the dynamics of interaction with parents, community members, professional colleagues, and other school personnel (ACEI 1.2). REFLECTION
8.0 As a result of this course, students will be exposed to state, district and school level assessment policies. This includes the survey of the state guidelines, and an exploration into the principles of outcome-based assessment.
9.0 As a result of this course students learn about how students' differences affect assessment (ACEI 6.0). Current research into personality, cultural, and developmental differences among students is covered. DIVERSITY & SOCIAL CHANGE
10.0 As a result of this class, students will better understand how diversity is manifested in the classroom. Issue of culture, ethnicity, learning styles and language are addressed. Students learn how stereotyping effects learning and the assessment of learning (ACEI 9.2) DIVESITY & SOCIAL CHANGE

EVALUATION:
Course work
40 pts. Assessment Project #1 (examples)
10 pts Quiz 1: mid-term
10 pts Quiz 2: standardized tests
10 pts Quiz 3: performance assessment
30 pts. Final Group Presentation
100 points total

Grading Scale
100-95 A
94 - 92 A-
91 - 88 B+
87 - 84 B
83 - 80 B-
79 - 77 C+
76 - 73 C

CALENDAR (tentative reading, activity and assignment dates)
 

Date	Topic	Readings	Assignments
9/7	Introduction to course Learning Style assessment techniques and literature	Syllabus  Handouts re: learning styles	Learning Style assessment inventory and student information
9/14	Epistemological and Philosophical issues in assessment Assessment Targets Planning Assessment/ Objective development	Chapter 1&2 (review) Chapter 3 pp. 10-19 (read)
9/21	Creating objectives Introduction to Project #1 Matching Methods and Targets Exercise and discussion Validity and Reliability Reliability exercise	Handout: writing objectives Chapter 4 Handout re: validity and reliability
9/28	Intro. to constructing tests Selected Response Items Workshop for Assignment #1	Chapter 6	Rough draft of  test items
10/5	Constructing objective test items- simple forms Essay tests  Test Analysis/Item Analysis	Chapter 7 handout on test construction
10/12	Quiz 1: Midterm content Crash course in interpreting standardized scores Basic test statistics	Handouts re: standardized tests and Chapter 13
10/19	Quiz 2: Standardized test use Assessing dispositions/difficult areas  Self-Esteem as an Outcome		Chapter 12 Self-esteem article
10/26	Authentic assessment  class workshop	Chapter 8 & 11 Handout
11/2	Performance assessment cont. Participation Assessment
11/9	Quiz 3: Performance Assessment Process Assessment	Handouts	Assessment project #1 due
11/16	Assessment of Reasoning  Personal Communication  Journals	Chapters 9 & 10
11/23	No Class - Thanksgiving
11/30	Portfolios Marking and Reporting Workshop for presentations	Portfolio chapter
12/7	Presentations		Presentation abstract (part 1) due
12/14	Presentations		Presentation parts 1 and 2 due.

ASSIGNMENTS:

Assessment Project: Developing assessment for an instructional plan (40 points)
EXAMPLES OF COMPLETED PROJECTS

Choose a topic from your specialty area or for something you know well. It should be a unit or at least a substantial lesson. You are going to outline how you are going to teach and assess the material. Include the following components:

1. A unit overview. A brief description of the conception of the unit. (2 pts.)
1. 5 unit goals (2 pts)
1. A list of 10 objectives. These should be written as student behavioral outcomes. (5 pts.)

• your objectives need to be in the prescribed format
• your objectives need to be labeled (Stiggins, Bloom’s, or Qualmelz taxonomies)
• your objectives need to match your assessment and instruction

1. Instructional overview. A brief description of how you intend to facilitate/instruct/teach the unit. Tell the story of the instructional progression. What are you going to do and why would you make those choices? About 1 page is needed, not much more. (4 pts.)
1. A two page assessment overview. Explain how you might assess your desired outcomes. Give some idea of how you might obtain all the various forms of evidence of student learning. Make sure you fully explain both the formal and informal forms of assessment. Tell this as a chronological story, parallel to your instructional overview. (7 pts)
1. A table of specifications (2 pts)
1. 14 test items (8 pts.). Items should be directly related to your instructional objectives.

• You should develop 4 of each type; 4 true-false, 4 multiple choice, 4 short answer, and two complete matching exercises.
• We will discuss the how’s and what’s in class

1. A performance assessment. (8 pts) Include the following:

• A fully functional, and reliable assessment scale
• An explanation of how the scale would be used to collect student performance data.

1. Integrity of the plan. Does it have a logical structure? Are outcomes reflected laterally? (2 pts)

	Excellent	Very Good	Good
Unit Overview	2pts. Conveys purpose clearly. Notes target grade. Introduces why topic is of interest. Noted length of unit.		1pt. Introduces unit.
Objectives	5pts. 10 objectives are written in concrete, behavioral, measurable language, and reflect a range of outcomes. Objectives match instruction and are labeled within a taxonomy.	3pts. Objectives are written in behavioral language, and reflect a range of outcomes. Objectives are labeled within a taxonomy.	1pt. Objectives are written.
Unit Goals	2pts. Goals written in goal form. Goals cover range of outcomes. All 5 goals are written clearly.		1pt. Goals are written.
Instructional Overview	4pts. Instruction is explained clearly. Teacher facilitation is explained briefly. Cognitive progression/structure of unit is apparent. Language shows conceptual understanding.	3pts. Instruction is explained. Teacher facilitation is briefly explained.	2pts. Instructional activities are explained.
Assessment Overview	7pts. In-depth explanation of all the ways learning evidence will be obtained. Rationale for why selected assessments were chosen. An explanation of how the various pieces of evidence of learning will be collected. Methods well matched to the outcomes. Integrity/scheme to the section as a whole.	5pts. In-depth explanation of all the ways learning evidence will be obtained. Rationale for why selected assessments were chosen. An explanation of how the various pieces of evidence of learning will be collected.	3pts. Explanation of all the ways learning evidence will be obtained. An explanation of how the various pieces of evidence of learning will be collected.
Table of Specifications	2pts. Table accurately reflects the item sampling. Class categories are meaningful for subject area and content.		1pt. Table reflects effort at item sampling.
Assessment Instrument	8pts. A reliable scale is developed (detailed, concrete, well-designed). Scale is appropriate for task. Task is explained clearly. Usage/data collection is explained clearly.	6pts. A reliable scale is developed (detailed, concrete). Scale is appropriate for task. Usage/data collection is explained.	4pts. A usable scale is developed. Scale is appropriate for task. Usage is explained.
Test Items	8pts. All 14 items are constructed correctly (per the item construction guidelines).	6pts. More than 12 items are constructed correctly.	4 pts. More than 9 items are correct.
Integrity	2pts. Plan has holistic integrity. Goals, instruction, TOS, assessment & test items are all meaningfully related.		1pt. Components of plan have an apparent relationship.

Group Presentation (30 points)

Begin to think about this presentation early in the semester. You are being asked to work in a group of 2-4, and teach the rest of us something. This can take the form of a practical skill or a theoretical position (unless there is an issue that you feel compelled to research and address, then teach us a skill). A good way to begin may be to take a favorite technique and explain how it could be applied to a particular situation (i.e., how to assess art using a performance scale). Plan on about a half of an hour. Your group will need to develop any handouts that are needed to aid in the explanation or display of your ideas, and a one-paged abstract of your presentation that will be disseminated later. Of the 30 points for this presentation, 12 will be assessed from the presentation quality and 18 from your write-up.

Presentation Rubric (12 points)
 

Analytic trait	Content (6 points max)	Visuals (3 points max)	Organization (3 points max)
Excellent	6 pts- Idea/purpose is clearly defined. Procedure is clearly explained. Meaningful/concrete examples are provided (the "how to’s" are explained) Applications are discussed. Value to students is touched upon.	3 pts- Visuals are used that aid in understanding the presentation.	3 pts- Presentation flows in a logical order and shows evidence of preparation and practice.
Good Effort	4 pts- Idea/purpose is defined. Procedure is explained. Examples are given. Value is touched upon.	2 pts- Visuals are used purposefully.	2 pts- Presentation shows evidence of organization and preparation.
Adequate	2 pts- Idea/purpose is defined. Procedure is explained.	1 pt- Visuals are used.	1 pt. Presentation shows evidence of organization.
Problematic	0-1 pt- Idea is explained. Procedure is attempted.	0-1 pt- No visuals	0 pts- Organization is haphazard and confusing.

Presentation Write-up Guidelines (15 points total)

PART I: (submit as a 2 page single spaced abstract for reproduction)

Rationale (3 pts)

• Give a general overview of your idea
• Explain what types of outcomes would it best be suited to assessing?
• Explain in what context would one use this assessment procedure?
• Rubric is forthcoming

• Provide and example of a working instrument
• Provide an in-depth explanation of the procedure for use
• Think in terms of a user friendly "how to" for another teacher to adopt in their class.

Explanation of benefit to student (3 pts)

• academic (why is this a useful tool in promoting student learning?)
• affective (what affect will this procedure have on student motivation, self-esteem and academic self concept?)

• Does the procedure possess qualities of "soundness" (i.e., validity, reliability, efficiency, and benefit to student {addressed above})?

3 Quizzes (10 points each) see schedule

Quiz reviews will be provided.

ATTENDANCE POLICY

In this course, there is no substitute for student attendance. Because so much is based on our collective learning, you need to be here. As a result, attendance will be kept, and two (2) absences during the semester will result in the lowering of one’s grade. Also, it is important and courteous to be on time to class. Because of this, two (2) tardies will count as one (1) absence.

A FINAL NOTE:

When you have questions or concerns, please do clarify them with me as soon as possible. Come to my office, or give me an email or a call (312-2659), and let’s talk about it. Please do not guess if you are not clear about what you think I want, or what you are doing, or are just want some feedback. I honestly want to know your thoughts, feelings, and feedback, positive or negative.