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Understanding Quies in Assessment

This course provides an examination of assessment practices and strategies to improve student learning. The course will focus on developing effective grading rubrics, assessing learners from various backgrounds, interpreting standardized test scores, and identifying principles of learner-centered assessment. Students will complete assignments involving personal statements on assessment, reviews of assessment instruments and monographs, analysis of grading rubrics, exam responses, and participation in class discussions. The goal is for students to expand their knowledge of using assessment data to improve classroom learning.

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grace selda
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750 views6 pages

Understanding Quies in Assessment

This course provides an examination of assessment practices and strategies to improve student learning. The course will focus on developing effective grading rubrics, assessing learners from various backgrounds, interpreting standardized test scores, and identifying principles of learner-centered assessment. Students will complete assignments involving personal statements on assessment, reviews of assessment instruments and monographs, analysis of grading rubrics, exam responses, and participation in class discussions. The goal is for students to expand their knowledge of using assessment data to improve classroom learning.

Uploaded by

grace selda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

EDCI 655: Assessment of Learning and the Learner

COURSE SYLLABUS

Instructor: Joyce E. Kyle Miller, PhD


Office Location: Mesquite Metroplex Center
Office Hours: 12 noon – 5pm, Tuesday, Thursday
Office Phone: 972-345-5386; 972-345-5386 (cell)
Office Fax: 972-613-7566
University Email Address: [Link]@[Link]

COURSE INFORMATION

Textbook(s) Required:

Popham, James W. (2011) Classroom Assessment: What Teachers Need to Know, 6th Edition,
Allyn & Bacon, Boston, MA.

Course Description:
This course provides an examination of the uses of assessment practices and strategies to
improve student learning. Special emphasis will be placed on authentic assessment
practices, standardized tests, and developmental screenings. Additionally, students will
become familiar with measures to assess learners with special needs and learners from
linguistically and culturally different backgrounds.

Student Learning Outcomes:

1. Students will be able to develop effective grading rubrics to assess student work and to promote
learning in the classroom.

2. The student will develop skills and knowledge in assessing learners, classrooms, families and
investigate the selection and design of evaluation instruments.

3. The student will expand their knowledge of how to interpret and use assessment data to improve
learning in the classroom.

4. The student will be able to describe and distinguish between assessment, screening, information
and formal assessments

5. The student will become familiar with measures and practices used to identify school readiness
skills and educational interventions.
6. The student will identify key principles of a learner-centered paradigm of student assessment.

7. Students will identify key elements of reform in the assessment of student learning.

Topics and Content Areas:

1. Assessment as part of a developmental and instructional process


2. Why Do Teachers Need to Know About Assessment?
3. Deciding What to Assess and How to Assess It
4. Reliability of Assessment
5. Validity
6. Absence-of-Bias
7. Selected-Response Tests
8. Constructed-Response Tests
9. Performance Assessment
10. Portfolio Assessment
11. Affective Assessment
12. Improving Teacher Developed Assessments
13. Formative Assessment
14. Making Sense Out of Standardized Test Scores
15. Appropriate and Inappropriate Test-Preparation Practices
16. The Evaluation of Instruction
17. Assessment –Based Grading
18. Authentic Assessment
19. Developmental Screenings
20. Rubrics
21. Technology and Assessments

COURSE REQUIREMENTS

Each student will upload all assignments to eCollege:


□ A pre-course personal statement and a post-course personal statement of what
assessment means to you.
□ A review of the ASCD Monographs on Assessment (See Course References.).
□ A review of Tests in Print, Mental Measurement Handbook and Test Critiques for reviews
of Developmental Screening instruments, Assessments of student achievement in
school learning instruments. Instruments used for Bilingual assessment and reading
assessment will be reviewed. Brief descriptions of the psychometric properties of each
instrument will be provided.
□ A review of two grading rubrics for oral presentations, group presentations, subject
specific rubrics, or discussion rubrics. See Rubrics, click here
□ A pre-course personal assessment and a post-course personal assessment of what
assessment means to you;
□ A Mid Term Exam and Final Exam will be required.
□ Students will provide responses and reflections based on selected scenarios connected
to each chapter of the textbook
□ Students will participate in in-class discussions related to text chapter topics.
□ Students will use eCollege for accessing resources needed for class and for uploading
assignments to be graded and viewed by the class.
Grading
The following grading system will be used to evaluate all assignments. Assignment
grades will be averaged to arrive at the final course grade.

90 – 100 A;
80- 89 B;
70-79 C;
60-69 D

Course References

Assessment (active links)

 Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders (2009) by Connie
M. Moss and Susan M. Brookhart

 Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model (1993) by
Robert J. Marzano, Debra Pickering and Jay McTighe

 Assessment in the Learning Organization: Shifting the Paradigm (1995) edited by Arthur L. Costa and Bena
Kallick

 Checking for Understanding: Formative Assessment Techniques for Your Classroom (2007) by Douglas
Fisher and Nancy Frey

 Classroom Assessment & Grading that Work (2006) by Robert J. Marzano

 Collaborative Analysis of Student Work: Improving Teaching and Learning (2003) by Georgea M. Langer,
Amy Bernstein Colton and Loretta S. Goff

 Enhancing RTI: How to Ensure Success with Effective Classroom Instruction & Intervention (2010) by
Douglas Fisher and Nancy Frey

 The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning (2011)
by Nancy Frey and Douglas Fisher

 Formative Assessment Strategies for Every Classroom: An ASCD Action Tool, 2nd Edition (2010) by Susan
M. Brookhart

 Great Performances: Creating Classroom-Based Assessment Tasks (1998) by Larry Lewin and Betty Jean
Shoemaker

 How to Assess Higher-Order Thinking Skills in Your Classroom (2010) by Susan M. Brookhart

 How to Give Effective Feedback to Your Students (2008) by Susan M. Brookhart

 An Introduction to Using Portfolios in the Classroom (1997) by Charlotte Danielson and Leslye Abrutyn

 The Learning Leader: How to Focus School Improvement for Better Results (2006) by Douglas B. Reeves

 Linking Teacher Evaluation and Student Learning (2005) by Pamela D. Tucker and James H. Stronge

 The Portfolio Organizer: Succeeding with Portfolios in Your Classroom (2000) by Carol Rolheiser, Barbara
Bower and Laurie Stevahn

 Protocols for Professional Learning (2009) by Lois Brown Easton


 A Teacher's Guide to Performance-Based Learning and Assessment (1996) by K. Michael Hibbard, Linda
Van Wagenen, Samuel Lewbel, Stacey Waterbury-Wyatt, Susan Shaw, Kelly Pelletier, Beth Larkins, Judith
O'Donnell Dooling, Elizabeth Elia, Susan Palma, Judith Maier, Don Johnson, Maureen Honan, Deborah
McKeon Nelson and Jo Anne Wislocki

 Teaching Writing in the Content Areas (2005) by Vicki Urquhart and Monette McIver

 Test Better, Teach Better: The Instructional Role of Assessment (2003) by W. James Popham

 Transformative Assessment (2008) by W. James Popham

 Transformative Assessment in Action: An Inside Look at Applying the Process (2011) by W. James Popham

 Transforming Classroom Grading (2000) by Robert J. Marzano

 The Truth About Testing (2001) by W. James Popham

 The Understanding by Design Professional Development Workbook (2004) by Jay McTighe and Grant
Wiggins

 Using Data to Assess Your Reading Program (2004) by Emily Calhoun

 What Every School Leader Needs to Know About RTI (2010) by Margaret Searle

 What Teachers Really Need to Know About Formative Assessment (2010) by Laura Greenstein

 What Works in Schools: Translating Research into Action (2003) by Robert J. Marzano

TECHNOLOGY REQUIREMENTS

This is not an online course, however, there will be online assignments, and therefore
access to eCollege and other online resources will be required.

Students will need access to the following technology: Internet Access, Microsoft Word
Processing Software, Microsoft PowerPoint Software, Adobe or Foxit Reader to access
PDF files.

ACCESS AND NAVIGATION

Handouts and other resources for this class may be accessed through eCollege from the
University webpage.

COMMUNICATION AND SUPPORT

Interaction with Instructor Statement:


Each student is expected to participate fully in assigned readings related to course topics,
chapter presentations, discussions of current articles and all other requirements of the
class. Regular attendance is necessary and will be expected of all students.

Contact instructor by email joyce_miller@[Link];

COURSE AND UNIVERSITY PROCEDURES/POLICIES


Course Specific Procedures:
All students enrolled at the University shall follow the tenets of common decency and
acceptable behavior conducive to a positive learning environment (Student 92s Guide
Handbook, Policies and Procedures, Conduct).

Late Work: Follow course calendar for assignment submissions. Contact the instructor
should regarding circumstances which may impact on-time submissions.

All assignments are to be completed individually unless otherwise permitted by the


instructor.

Attendance: The class meets from 5pm – 9pm; contact the instructor beforehand
regarding absences. See the Texas A & M University-Commerce Catalog or Student
Guidebook for definition of an excused absence. Communication with the instructor is
expected for late arrivals or should it be necessary to leave prior to the end of class.

Scholarly and professional work is expected in this graduate course.

University Specific Procedures:

ADA Statement

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you have a disability requiring an accommodation,
please contact:

Office of Student Disability Resources and Services


Texas A&M University-Commerce
Gee Library 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148
StudentDisabilityServices@[Link]
Student Disability Resources & Services

Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable
behavior conducive to a positive learning environment. (See Code of Student Conduct from
Student Guide Handbook).

COURSE OUTLINE / CALENDAR

This course will meet on Tuesdays and Thursdays, July 13, 2015 through August 13, 2015;
Class meetings are on Tuesdays and Thursdays from 5pm – 9pm.

Common questions

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EDCI 655 underscores the importance of interpreting standardized test scores as they provide critical data on student achievement and instructional effectiveness. It aims to develop skills in analyzing these scores not just as metrics, but as tools to inform teaching practices, identify areas requiring intervention, and track student progress. This empowers educators to derive actionable insights leading to improved educational strategies .

Developmental screenings are significant in identifying early learning challenges and informing targeted interventions. Within EDCI 655, they fit into the broader framework of student assessments by enabling educators to detect developmental delays or disabilities at an early stage, thus shaping appropriate instructional strategies aligned with each student's needs and enhancing school readiness .

The topics covered, such as authentic assessment, developmental screenings, and technology in assessments, reflect contemporary trends of personalizing learning and leveraging technology. They address challenges of measuring complex competencies and the needs of diverse learner populations. By focusing on issues like bias-free assessments and appropriate test preparation, EDCI 655 equips educators to navigate the evolving landscape of educational assessment effectively .

EDCI 655 places special emphasis on authentic assessment practices, standardized tests, and developmental screenings to improve student learning. It aims to familiarize students with measures to assess learners with special needs and backgrounds. The course also focuses on developing effective grading rubrics, interpreting assessment data, and distinguishing between types of assessments, ultimately striving to promote a learner-centered paradigm and implement key principles of student learning reform .

Understanding reliability and validity is crucial because they ensure that assessments consistently measure what they intend to measure and that the results are accurate representations of student abilities. In EDCI 655, evaluating these aspects helps educators appreciate the importance of sound assessment practices, which are necessary for making informed instructional decisions and improving educational outcomes .

The course integrates technology into assessment practices by emphasizing its role in enhancing the design, delivery, and evaluation of assessments. Technology is utilized for accessing resources, developing digital portfolios, and employing online testing platforms for adaptive assessments. This integration supports personalized learning experiences and provides immediate feedback, which are crucial aspects of effective educational assessments .

Formative assessment in EDCI 655 plays a critical role by providing ongoing feedback that can be used to improve both teaching strategies and student learning. Its implementation is intended to foster an environment of continuous improvement, where educators can gauge student understanding in real-time, adapt instruction accordingly, and empower students to take an active role in their learning journey. The course emphasizes these strategies to enhance active learning and performance .

EDCI 655 includes reviewing and creating grading rubrics for various assessments such as oral presentations and discussions. This practice helps students develop effective tools for assessing student work, promoting clear criteria for evaluation, which enhances the objectivity and consistency of assessments. Rubrics also contribute by making the expectations transparent and thereby facilitating improved student performance and learning outcomes .

The course integrates the learner-centered paradigm by familiarizing students with the principles of this approach to student assessment. It focuses on promoting learning through effective grading rubrics and utilizing assessment data to improve learning. This significance comes from the shift towards understanding and addressing varied learner needs, particularly for diverse and special-needs students, thus enhancing the efficacy of educational interventions .

EDCI 655 encourages students to balance standardized tests and individualized assessment approaches by understanding their respective roles and limitations. Standardized tests bring uniformity and comparability, necessary for baseline assessments, while individualized assessments cater to specific learning needs, providing nuanced insights into student capabilities. The course emphasizes using both types to develop comprehensive assessment strategies that address diverse learner profiles .

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