Curriculum and Instruction
Educational Assessment (EDU 510)
Syllabus/Fall 2002

TEXT(s):
Required:
1. Popham, W. J. (2001). Classroom assessment: What teachers need to know (3 ed.). Boston: Allyn and Bacon.
2. A notebook is available for purchase at the bookstore.  The articles in the notebook supplement the readings from the textbook. 

Recommended: 
3. Ferrara & McTighe (  2001).Assessment. NEA. This is a helpful resource for creating useful performance tasks. It is only recommended. 

DESCRIPTION: This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and evaluation. Primary emphasis is on the acquisition of traditional, alternative measurement skills, and the examination of contemporary evaluative issues confronted by educators Pre-K to grade 12.

JUSTIFICATION: With the call for increased accountability in the educational system, it is critical that educators are able to apply a wide range of psychometric skills appropriate to the assessment of typical students, student with special needs, and students from diverse cultural/ethnic backgrounds. It is equally critical that educators have a comprehensive understanding of current measurement and evaluative trends such as competency testing, performance assessment, and curriculum-based assessment.

COURSE OBJECTIVES: Upon successful completion of this course, participants will: (Text in capital letters are keyed to SUNY Oswego's, School of Education's conceptual framework.)

EVALUATION: Mastery of these objectives will be assessed via a combination of written exams, abstract writing, presentations and performance-based assignments.

1. One  reaction paper worth 50 points. (KNOWLEDGE, SOCIAL JUSTICE, PRACTICE, REFLECTION) This assignment requires that students evaluate and synthesize what they have learned throughout the semester. 

2. One math test worth 10 points and one analyzing data assignment worth 20 points. (KNOWLEDGE, PRACTICE) This assignment includes two separate pieces.  The first part is a Math Review Test.  This exercise provides you with an opportunity to review some math skills necessary for the data analysis later. The second assignment is a data analysis assignment.  

3. Five  one-page summary reports, worth 10 points each for 50 points total. (KNOWLEDGE, REFLECTION)
Summary Reports allow you to write a summary of the weekly text readings, journal articles and discussions.  

4. Two abstracts of articles from professional journals worth 100 points total. (KNOWLEDGE, PRACTICE, REFLECTION, SOCIAL JUSTICE, REFLECTION) Write an assessment abstract from an educational journal article. This assignment provides a small gateway to research in the area of assessment. Use APA format to cite the references. See the Methodology sample and the Overview sample. 

5. One teacher-made 30 to 50-item paper and pencil test from a unit of study, worth 100 points. It is recommended that this assignment be done with at least one partner. The drafts are worth a portion of the 100 points, so take the draft deadlines seriously. (PRACTICE, AUTHENTIC LEARNING, SOCIAL JUSTICE, KNOWLEDGE, PRACTICE, COLLABORATION & LEADERSHIP) This assignment provides an opportunity for students to write a paper and pencil test that could be used in a K-12 classroom. Working with a partner is recommended. 

6. One performance task project (or adapt an approved performance task), to use in conjunction with the teacher-made paper and pencil test (exam). This assignment is worth 100 points. A 10-minute presentation of your task and web page will be made on the last day of class.  This assignment counts for 10 points. It is recommended that this assignment be done with a partner. (COLLABORATION & LEADERSHIP, EDUCATIONAL TECHNOLOGY, PRACTICE, AUTHENTIC LEARNING, SOCIAL JUSTICE, KNOWLEDGE)  This assignment provides students with an opportunity to create an alternative to the  traditional paper and pencil test.  Use the ASSURE model to structure your performance task. See the project Checklist for guidance on how the performance tasks were created. What is a performance task anyway?

7. Multiple technology Integration assignments are worth a total of 50 points. This assignment includes participating in the listserv(10 points), getting an email account and completing the web page design performance task(40 points). Go to technology to activate an account. (COLLABORATION & LEADERSHIP, PRACTICE, EDUCATIONAL TECHNOLOGY, REFLECTION, KNOWLEDGE, AUTHENTIC LEARNING) This semester there are two web page assignments to choose from. Look at the alternative assignments.

8. Topic presentation:  These topic presentations are worth 20 points. This assignment must be done with a partner. Partners will be assigned the first weeks. (TECHNOLOGY, KNOWLEDGE, AUTHENTIC LEARNING)

9. Constructive Friends: This assignment is worth 30 points.  At the end of each summary report, a constructive friend will be assigned.  Follow the guidelines for constructive friends to make comments.  Comments should appear at the end of the assignment.  When the assignment is turned in, the last page should be the comments, from the friend. Each Constructive friend comment is worth 5 points. Comments will be made on the summary reports and on each of the major projects. (COLLABORATION AND LEADERSHIP, REFLECTION) 

(Upon your request, any materials handed in can be picked up in the department office, two weeks after grades are due in the registrars office.)

DISABILITIES: If you have a disabling condition that may interfere with your ability to successfully complete this course, please contact the Office of Disabled Student Services (210 Swetman Hall, 312-3358).

EXPECTATIONS, RECOMMENDATIONS, AND POLICIES:
Attendance is required, so the following system will be used as an incentive for you to come to every class. (Remember, we meet once per week for three hours, so missing 1 class, means missing one full week of classes.)

0 absence add three points to your final average
1 absence (excused or unexcused) add zero points to your average
2 absences (excused or unexcused) subtract three points from your average
3 absences (excused or unexcused) subtract six points from your average
More than 3 absences--No possibility to pass

It is expected that you will read assigned material before class meetings and that you will take an active part in discussions. I strongly recommend that you ask questions and contribute your own thoughts, reactions, and expertise as the course progresses. It is left up to the instructor to determine if excessive lateness will be counted as an absence. 

All assignments must be word processed on paper or sent electronically.  Late assignments may not be accepted after the due date. Please refer to the SUNY Oswego policy and procedures manual about plagiarism and cheating.

CLASS FORMAT/ACTIVITIES: Each class can be broken down into one or more the following segments: (PRACTICE, EDUCATIONAL TECHNOLOGY COLLABORATION & LEADERSHIP, REFLECTION, PRACTICE)

1. Lecture 2. Collaborative Learning3. Interactive Lecture4. Student Teaching5. Student Communication/Presentations6. Group Discussion/Dialog7. Self-study8. Technology9. Reading 10. Consulting11. Self-assessment/Reflection12. Story Telling13. Team Building14. Role Playing15. Demonstration16. Interviewing17. Cooperative Learning18. Writing

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© Copyright, Marcia Burrell-Ihlow
State University of New York College at Oswego