INSTITUTION: Dakota State University

 

INSTRUCTOR NAME, ADDRESS, PHONE NUMBER, AND EMAIL ADDRESS:

 

                        Dr. Mark Hawkes

                        College of Education

                        114 Kennedy Center    

                        Office Phone: 256-5274                                

                        Home Phone: 256-2724

                        mark.hawkes@dsu.edu 

 

OFFICE HOURS: As posted on door or by appointment.

 

SEMESTER/YEAR:  Fall, 2009

 

COURSE PREFIX, NUMBER, and TITLE:  EDER 415; Educational Measurement

 

PREREQUISITES:  PSYC 101, General Psychology; EPSY 302 Educational Psychology

 

CREDIT HOURS:  Two (2) Semester Hours

 

APPROVED COURSE DESCRIPTION:  This course focuses on building student assessment techniques to improve instruction and learning at the classroom level.  Issues in formative and summative assessment are addressed.  Techniques in the application of objective and performance measurement are covered.  The relationships between assessment, quality learning, and effective schools are emphasized. 

 

TEXTBOOK:

McMillan, J. H. (2001). Essential Assessment Concepts for Teachers and Administrators.  Thousand Oaks, CA: Corwin Press

 

 

POLICIES AND PROCEDURES:

 

1.      Attendance:  Regular class attendance is expected. Your participation grade will be lowered for absences. It is expected that you will complete assignments on time.  Projects/assignments that are handed in late will not receive full credit.

 

2.      Assignments:  Assignments not completed on time will result in the following: 20 per cent reduction for the first day, and 10 per cent each day thereafter.  Extra credit work is not accepted.  Class and group participation will affect your final grade.  Passing this course is contingent upon satisfactory completion of all assignments and field experiences.

 

3.      Academic Honesty: Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. All forms of academic dishonesty will have consequences. Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s policy on academic integrity (DSU Policy 04-05-00) is available online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm

 

4.      Exams:  Exams will cover the textbook, information presented in lectures and learning activities by the instructor or guest speakers, videos and/or other periodicals and discussed in class.  The exams will consist of multiple choice, short-answer, problem solving and essay questions. 

 

If, due to circumstances beyond your control, you are unable to take an exam at the scheduled time, YOU MUST CONTACT THE INSTRUCTOR PRIOR TO THE EXAM.  Students will be asked to justify their absences; make-up exams must be taken within one week.  Unexcused absences on the day of the exam (i.e., failure to notify the instructor prior to the exam period) will mean an automatic zero for the exam.

 

  1. The Instructor reserves the right to change the syllabus and class location as needed to accomplish course goals.

  2. Freedom in Learning Statement:  Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study.  It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees.  Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

  3. Use of Tablets in the Classroom:  The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors.  However, inappropriate and distracting use will not be tolerated in the classroom.  Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.

 

Other Course Requirements:

 

  1. All assigned work must be word-processed.

 

  1. Concerns over a teacher candidate's performance will result in the submission of a Professional Performance Appraisal System form into the candidate's file.

 

  1. All reading assignments are to be completed prior to the assigned class time.

 

ADA--STATEMENT: If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, test modifications) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.  

 

COMPUTER SKILLS: All assignments are to be prepared making full use of the library and computer facilities available on this campus.  You are expected to be able to effectively use the SD Board mandated course management system WebCT.  In addition to the applications contained there, you are required to use other applicable presentation and communication software (PowerPoint, email, etc.).  Though DSU administration has not mandated them for use at our level, the use of mobile computing devices (Gateway M275/285’s/Fujitsu’s or other laptop/tablets) are required.  Be cautioned, the misuse of these devices in the classroom will be penalized.

  

 

LEARNING OBJECTIVES:

Students will be able to:

 

1.        Discuss and articulate the key issues in student assessment including how assessment stems from and guides curriculum development and ultimately, student learning.  

·         DSU/INTASC #1:  Candidates understand the central concepts, tools of inquiry, and structures of the content/subject matter/disciplines they teach and can create learning experiences that make these aspects meaningful for learners.         

·         DSU/INTASC #8. Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 

·         ARSD 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (1)  . . . understanding how students develop and learn . . . (2) integrating pedagogical studies with knowledge of specific disciplines.

Assessment:  Candidates are required to participate in analytical discussion regarding these topics, their contributions of which will be evaluated.  Students will also review recent research on assessment and will take 2 standardized exams employing a variety of assessment approaches.

 

2.        Use standardized and local assessment data in the classroom to support students and curriculum.  

·         DSU/INTASC #8. Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 

·         DSU/INTASC #9:  Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others, and who actively seek opportunities to grow professionally.

·         ARSD 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (1)  . . . understanding how students develop and learn . . . (7) reflecting on and evaluating instructional practices.

Assessment:   Standardized exams and case study analysis and summary.

 

3.        Determine what assessments best respond to specific learning outcomes, and detail the benefits and limitations of these assessment practices identified.  In small groups, design and implement assessments that involve a wide variety of strategies and methods including selected response, essay, performance, authentic, and portfolio types.

·         DSU/INTASC #3:  Candidates understand how learners differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. 

·         DSU/INTASC #8. Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 

·         DSU/INTASC #10:  Candidates collaborate with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

·         ARSD 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (1)  . . . understanding how students develop and learn . . .(4) establish a safe, orderly, and equitable learning environment. (5) Understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (7) Reflecting on and evaluating instructional practices . . .

Assessment:   Candidates will develop assessment items in the context of a variety of content areas, at several skill levels, appropriately matched cognitive, motor, and/or affective outcomes.

 

4.        Define and detail technology’s role in assessment and what new trends are emerging in the application of technology is student assessment. 

·         DSU/INTASC #8. Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 

·         DSU/INTASC #11:  Candidates understand the capabilities of technology, its impact on education and are able to integrate technology into the teaching and learning process.

·         ARSD 24:16:06:03—Demonstrated knowledge of principals of . . . technology for learning.  ARSD 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (6) Using effective communication techniques . . . (8) Understanding the foundation of . . . technological and societal changes in schools.

Assessment:   Candidates will search the web, library databases, and other information sources to locate a technology products’ that support student assessment.  The candidate will identify and describe the product, outline its uses, and evaluate its utility and reliability.

 

5.        Identify and articulate variations in assessment reporting techniques, and determine appropriate ways to document, represent, and communicate assessment results to key stakeholders.

·         DSU/INTASC #6:Candidates use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom. 

·         DSU/INTASC #7:  Candidates plan instruction based upon knowledge of subject matter, the learners, the community, and curriculum goals.  

·         DSU/INTASC #8:  Candidates understand and use formal and informal classroom assessment strategies to evaluate and ensure the continuous intellectual. Social and physical development of the learner.

·         ARSD 24:16:07:01—Development of knowledge, skills, and attitudes in teacher candidates. (1)  . . . understanding how students develop and learn . . . (5) Creating, selecting and using formal and informal assessment strategies . . . (6) Using effective communication and consultation techniques with students, families, patrons, colleagues . . .

Assessment:   Following a judicial model of analysis, candidates will identify and defend one of many possible positions in mandated assessment and assessment reporting.  Students’ performance will be evaluated via prespecified criteria in rubric form. 

 

Instructional Methodologies: the instructor will employ a variety of instructional methodologies and models: lecture, discussion, and small group discussions and presentations, cooperative learning, case study analysis, individual reflection, and demonstration.

 

 

COURSE OUTLINE:

Topics of study include the following:

 

  1. The nature of measurement and testing
    1. Relationship to instructional objectives
    2. Learner centered assessment
    3. The students’ role in assessment
    4. Informal and formal assessment
    5. Disciplinary and State learning standards
    6. Criterion and Norm referenced testing
    7. Diagnostic, formative, summative assessment
  2. Standardized assessment
    1. Reliability and validity
    2. Standards-based interpretations
    3. Norm references interpretations
    4. Normal-Curve Equivalents (NCE)
    5. Measures of central tendency and variation
    6. Percentile score
    7. Stanines
    8. Grade equivalent scores
    9. T score, Z score
  3. Objective and selected response assessment methods
    1. Multiple Choice
    2. True/False
    3. Matching
    4. Fill-in items
  4. Constructed response assessment
    1. Essay
    2. Problem-solving
    3. Scoring procedures
  5. Performance and authentic assessment
    1. Matching performance tasks to learning objectives
    2. Administering performance assessments
    3. Scoring and evaluating: The use of rubrics
    4. Peer assessment
  6. Technology supported assessment
    1. Electronic delivery of tests
    2. Technology as an administrative and management tool
    3. Simulations
    4. The use of video
  7. Communicating assessment results
    1. Using graphics in test communication
    2. Confidentiality and documentation
    3. Report cards and alternative assessment reporting

 

 

EVALUATION PROCEDURES:

 

All requirements must be completed in order to pass the course.

 

Assignment

Point Value

Educator Interview

Assessment Portfolio Technology Product                

  15

  25      

Assessment Article Review

Assessment Table of Specification

  20

  50

Assessment Construction Project

100      

Test Item Analysis Assignment

  50

Final Exam                         

  50      

Class Participation                                                                 

  25

Total Possible Points                                                             

335 

 

         Grading:             Of total possible points

                                    91 – 100%       A 

                                    81 – 90%         B 

                                    71 – 80%         C

                                    61 – 70%         D 

                                    Below 60%      F

 

   

FIELD/CLINICAL EXPERIENCES:

 

(None required)

 

 

 

RELATION TO MISSION:

 

Empowering Educators – Standards-based Preparation

 

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"The mission of the College of Education is to guide undergraduate and graduate students through the process of acquiring and applying professional knowledge, skills and attitudes with emphasis on integrating technology in the teaching and learning process."

The College of Education is committed to the following core values:

  • the alignment of programs with professional standards,
  • exploring multiple perspectives,
  • sustaining community and university partnerships,
  • the continued professional growth of its faculty, staff and constituents,
  • the appropriate use of technology in the teaching and learning process, and
  • supporting the professional conduct of its students, faculty, and outside constituencies.

The DSU Teacher Education Standards identify the following knowledge, skills, and attitudes that candidates must know and be able to do:

 

1.

Knowledge of subject matter

2.

Knowledge of human development and learning

3.

Adapting instruction for diverse learners

4.

Multiple instructional strategies

5.

Classroom motivation and management skills

6.

Classroom interaction skills

7.

Instructional planning skills

8.

Assessment of student learning

9.

Professional reflection and growth

10.

Collaboration

11.

Using and integrating technology

12.

Professional expectations

 

Visit http://www.departments.dsu.edu/educate/pdf/Philosophy&Rationale.pdf to view the philosophy and rationale of the conceptual framework and the full text of the teacher education standards.

 

Disposition Statement:  Students are responsible for demonstrating the knowledge, skills, and dispositions to become an effective K-12 educator prior to graduating from the teacher education program at DSU.  Dispositions are often defined as the “personal qualities or characteristics that are possessed by individuals, including attitudes, beliefs, interests, appreciations, values, and modes of adjustment. Not surprisingly, there is a significant body of research indicating that teachers’ attitudes, values, and beliefs about students, about teaching, and about themselves, strongly influence the impact they will have on student learning and development” (Collinson, et. al., 1999 and Combs, 1974, Taylor & Wasicko, 2000).  DSU education majors will be evaluated within the university and K-12 classroom on the demonstration of the following dispositions:  

 

Dispositions for Interacting with Students:  Caring, Patient, Empathetic, Open-Minded, Compassionate, Accepting of Others, Flexible, Creative

 

Dispositions for Interacting with Peers, Staff and Parents:  Adaptable to Change, Enthusiastic, Effective Communicator, Responsible, Flexible, Competent, Reliable, Cooperative, Creative, Disciplined, Organized

 

Intrapersonal Dispositions:  Integrity, Hardworking, Life-Long Learner

 

 

DIRECTIONS FOR CLASS ASSIGNMENTS

 

Assignment: Educator Interview 

You will interview a former school teacher, and ask a prespecified set of questions introduced in class about their experiences with assessment.  You will summarize the interview in a one page paper.

Assignment: Assessment Portfolio Technology Product 

You are to search the web, library databases, and other information resources available to you to locate at least two (2) technology products that support student assessment in some way.  You are to identify and describe the product, outline its uses, and evaluate its utility and reliability.  Include illustrations where appropriate.  The portfolio entry should not exceed two pages.  Your submissions will be combined with others from the class to make a class portfolio of technology supported assessment products.  Your products must be submitted electronically.

 

Assignment: Article Review

Write a review of no more than two pages (double-spaced) summarizing and critiquing a journal article (provided by the instructor) related to student assessment. I prefer that you email the assignment to me.  In the paper, you should give some idea of your opinion of the content of the paper in terms of its impact, educational applicability, credibility, and clarity (writing criteria apply).  Your article review should also reflect your efforts at answering the following questions:

 

1.      What is the author trying to say?  You will answer this question by stating the topic, scope, or purpose of the article, by explaining the position of the author, and by describing the overall relationship to assessment.

 

2.      What evidence is advanced and what conclusions are drawn by the author?

 

3.      What do you think of the author's position and presentation?  This last section, your critique and evaluation should take up at least one third of your essay.  How does it help you get a better picture of assessment in your role as a teacher? 

 

Assignment: Assessment Table of Specifications

To show the extent to which different content areas have been covered in a test/assessment, you’ll construct a table of specification.  To assure that the content of your assessment is valid, you’ll cross reference topical areas with item types, state disciplinary standards, and/or cognitive domains.

 

Assignment: Assessment Construction Project

You will select some 2-3 week unit of instruction and develop a classroom test for it. The project will be due at the end of the semester. You will do the project in collaboration with two to three (2-3, instructor select) other students in the class.

The test should be for an instructional unit in Grade 4 or above. (By fourth grade, most children can answer the kinds of questions you will be writing.) The test will include at least 25 assessment items, of at least 6 different types: multiple choice, fill-in-the-blank, short-answer, matching item set, performance assessments, interpretive items, restricted or extended-response essay questions (one of them "performance based") with appropriate scoring rubrics. The items will target the specific learning outcomes (SLOs) also known as instructional objectives, that you specify in a table of specifications. There should be a least one SLO at each Bloom level.

Assignment: Test Item Analysis

Near the end of the semester, you will be required to analyze a test and evaluate the construction of each item in terms of item clarity, prevalence of bias, balance of items, and other relevant outcomes.