Curriculum and Instruction
Educational Assessment (EDU 510)
Course Space Supported
Syllabus/Fall 05

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Professor	Marcia M. Burrell
Department Chair	Dr. Pam Michel (312-4061)
Email	burrell@oswego.edu
Web page	http://www.oswego.edu/~burrell
Phone	312-3584
Home phone	342-5939
Office	101B Swetman
Office Hours	In Person Hours in my office: 9:30 � 11:30 a.m. TUES & THURS 11:30 a.m.� 12:30 p.m. WED On-line hours via email:� Wednesday 8 � 9 p.m.

TEXT(s)/Materials:

Required:	Popham, W. (2004). Classroom assessment: What teachers need to know, 4ed. Allyn and Bacon: Boston, MA.� Lemann, N. (2000). The big test: The secret history of the American meritocracy. Farrar, Straus and Giroux: New York Electronic Reserves�MB510
Optional:	Candau, D. et al (2002). Intel teach to the future with support from Microsoft. 128MB jump drive to be purchased at the Oswego bookstore for $34.95

COURSE DESCRIPTION AND PURPOSE:

This course is designed to provide pre-service and in-service teachers with the principles and techniques necessary to develop sound student assessment strategies.� The primary focus of the course will be on writing instructional objectives, developing test items, utilizing performance based and alternative assessment techniques, administering classroom evaluation procedures and describing the roles testing, measurement, and evaluation have in daily classroom practice.� The use and interpretation of standardized tests will also be discussed, as well as the theoretical and ethical issues related to testing.

This is a web-enhanced course.

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.

CLASS DECORUM:

Attendance is necessary for the proper understanding of the course material and is mandatory.� The instructor should be notified prior to missing a class. Three additional points will be added to the average of students with perfect attendance (including tardiness). At the third absence (excused or un-excused), the student has no ability to pass the course. Important Notice � If you have a disabling condition that may interfere with your ability to successfully complete this course, please contact the Disability Services Office (226 Hewitt Union, 315-312-3358, http://www.oswego.edu/dis_svc. You are required to self-identify with this office in order to get the accommodations that you need.

EVALUATION:
Mastery of the objectives will be assessed via a combination of written exams, writings, presentations and performance-based assignments. The instructor reserves the right to establish additional methods of evaluation. All assignments must be completed and submitted on or before the due date listed in the course requirements. All assignments are turned in through course space, unless otherwise directed. You may use, word, works, or WordPerfect, but all documents need to be sent via a Rich Text Format (RTF). All assignments are maintained on course space, and it is recommended that you backup all your work. Late assignments may be penalized 10% of the total possible points per day.� Points will be assigned based upon the thoroughness of completed assignments according to the requirements for each assignment. All written work must be free from errors in grammar, mechanics, and spelling and presented in APA format. Quality is important! Work submitted should reflect your developing professionalism. Your writings and reflections will be assessed according to depth, breadth, clarity, and accuracy they convey. Grading will reflect these requirements. Assignment extensions will not be given except in extraordinary circumstances and then only with the consent of the instructor prior to the time of the scheduled assignment and/or exam. Be sure to keep a duplicate copy of all submitted work for your own records.

Grades will be assigned on the following basis:
A	100-93	B-	82-80
A-	92-90	C+	79-77
B+	89-87	C	76-73
B	86-83	C-	72-70
An E is a (69 or below) or (more than 3 absences)

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.)

OBJECTIVES	CONCEPTUAL FRAMEWORK
State the purposes of classroom testing and assessment.	KNOWLEDGE
Distinguish between formative and summative assessment.	KNOWLEDGE
Compare and contrast norm-referenced and criterion-referenced tests.	KNOWLEDGE
Define performance-based assessment.	KNOWLEDGE
Describe the various types of alternative assessments.	KNOWLEDGE
Utilize effective strategies to develop test items.	KNOWLEDGE AUTHENTIC LEARNING
Describe measures of central tendency, variability, and correlation.	KNOWLEDGE��
Identify various methods used to report standardized test results.	SOCIAL JUSTICE KNOWLEDGE
Describe the uses of standardized test scores.	KNOWLEDGE
Identify ethical issues and testing biases that can affect test results.	AUTHENTIC LEARNING KNOWLEDGE REFLECTION
Describe effective ways tests and other evaluations can be used to enhance students� learning.	SOCIAL JUSTICE KNOWLEDGE
Describe various methods for recording and reporting student progress.	KNOWLEDGE
Describe ways in which to communicate with parents regarding assessment results.	AUTHENTIC LEARNING KNOWLEDGE
Appropriately, use the language of assessment.	AUTHENTIC LEARNING
Properly interpret selected standardized test results.	AUTHENTIC LEARNING KNOWLEDGE
Construct valid and reliable classroom and assessments that measure a variety of learning outcomes, including authentic and performance-based assessments, for diverse student populations.	AUTHENTIC LEARNING SOCIAL JUSTICE KNOWLEDGE PRACTICE (EDUCATIONAL TECH.)
Explain the concepts of validity and reliability and their role in the construction, selection, interpretation, and use of tests and measurements.	KNOWLEDGE
Administer, score and interpret tests and assessments properly and use their results effectively.	AUTHENTIC LEARNING KNOWLEDGE PRACTICE
Clearly state instructional goals and objectives in ways that facilitate construction of assessments and thereby matching assessment alternatives to goals/objectives in relation to his/her philosophy of teaching and his/her instructional strategies.	KNOWLEDGE REFLECTION
Report assessment results in a manner that provides meaningful feedback for the learner, helping the learner develop metacognitive abilities and learn to assess his/her own learning.	AUTHENTIC LEARNING REFLECTION
Describe a philosophy regarding assessment and explain the principles guiding your future practice.	AUTHENTIC LEARNING SOCIAL JUSTICE KNOWLEDGE REFLECTION
Demonstrate knowledge of current trends and issues in assessment, including ethical considerations.	KNOWLEDGE REFLECTION
Relate the current thinking on grading, marking and reporting practices.	AUTHENTIC LEARNING PRACTICE  EDUCATIONAL TECHNOLOGY SOCIAL JUSTICE KNOWLEDGE REFLECTION
Develop the ability to construct, select and use non-test evaluation instruments.	AUTHENTIC LEARNING PRACTICE  SOCIAL JUSTICE REFLECTION

Topics for Presentation	Presenters
IEP/IDEA 97/Learning Disabilities
Validity and Reliability
NRT and CRT
New York State Report Cards
AIS
New York State Assessments
Using Technology (i.e. Grade Machine, Easy Grade Pro, E.XCEL)
Grading�Report Cards
Bias in assessment
Performance Assessments Authentic Assessment
Rubrics
Portfolios�Electronic Portfolios
Affective Assessment
Standardized tests
Appropriate test preparation
No Child Left Behind

Assignment	Quick Description	Points
Summary Reports (Individual)	For each class you will type a brief one-page report summarizing of what you learned from the readings, journal articles, discussions, etc. Each report should synthesize your experience in terms of these three domains: cognitive, affective, and conative. Use these headings on your paper. Summaries are due before class begins. One cognitive paragraph for each chapter, and a single affective and conative paragraph are required.	100
Online Discussion Forum (Individual)	Participate in weekly online discussions as assigned. You must have at least 5 postings per week. This does not include your questions about assignments and deadlines. This discussion Forum will provide you with an opportunity to pose higher order questions related to the content of assessment.� At the end of the semester I should see and read at least 60 postings.	150
Presentations (groups of two required)	Present a topic of interest related to assessment presentation: These topic presentations are worth 50 points. This assignment must be done with a partner. Partners will be assigned during the first weeks of class. 1 of these for 50 points	50
Abstracts (individual)	Use journal articles to synthesize current research in assessment. 2 of these at 50 points each	100
Paper and Pencil Test Project (varies)	Write a set of questions for a paper and pencil test based on the blueprint submitted in advance. 1 of these for 80 points. The Teacher Work-Sample pre-post assignment template will be used. Set up a blueprint for a test that you have already written or set up a blueprint for a test that you would like to write. 1 of these at 10 points	90
Performance Assessment (varies)	Use the world wide web to locate a feasible authentic performance task (alternative assessment). 50 points.	50
Philosophy of Assessment in Teaching/Exemplary Assessment Website (Individual)	Write a philosophy of assessment.� Use that philosophy of assessment to create a web site to� communicate to parents, administrators and students about your assessment practices. 1 of these at 40 points.	40
Analyzing Data (Individual)	Complete the data analysis assignment. Analyze data from the selected response items using the Dr. Weber spreadsheet. Write up the results. Multiple assignments for a total of 20 points.	20
Attendance/ Participation (Individual)	Three additional points will be added to the average of students with perfect attendance (including tar dies). At the third absence (excused or un-excused), the student has no ability to pass the course.	0-3
Technology Assignments� Intel/Course Space	Multiple technology Integration assignments are a part of every assignment. You cannot take the course without using the technology. This assignment includes participating in the course space, getting an email account and completing the web page design assignment.	0
	Total	600-603

Tuesdays/ Date	Assignments Due by class start Unless noted	Notes�In Class Plans
September 6	Overview, purchase books, Responsibilities, Course Space, Introductions, Discussions, and Assignments Post Discussion Question
September 13	Have Read Chapters 1 & 12 from Popham Read Lemann Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Register for course space Complete Get to know section on course space Post Discussion Question Wrap up Summary Discussions-from previous week	Introduce Abstract assignment Visit the Library-Abstract assigned Assessment VS Testing Instructionally Oriented Assessment
September 20	Have Read Chapters 2 & 3 from Popham Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Wrap up Summary Discussions Read more Lemann Post Discussion Question Wrap up Summary Discussions-from previous week	Reliability and Validity NRT and CRT
September 27	Have Read Chapters 4 & 5 from Popham before class Wrap up Summary Discussions Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Read more Lemann Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	IEP/IDEA 97/Learning Disabilities Bias in Assessment What to Assess and How to Assess Blueprint Introduce Test Creation Assignment Reminder: Tuesday Oct 4�Rosh Hashanah: No Classes
October 11	Finish Reading Lemann Book 1 Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week Blueprint Due at by midnight	Lemann New York State Standards and Assessments

Tuesdays/ Date	Assignments Due by class start Unless noted	Notes�In Class Plans
October 18	Have Read Chapters 6 & 7 from Popham before class Discussion 1 participation Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	Writing Test Items-Selected Response & Constructed Response Lemann Hints: Test Creation Assignment
October 25	Have Read Chapters 8 & 9 from Popham before class Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	Performance Assessment Portfolio Assessment Rubrics Introduce Performance task Assignment
November 1	Have Read Chapters 10 from Popham before class Post Summary Discussion Question Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	Affective Assessment
November 8	Have Read Chapters 11 & 12 from Popham before class Post Summary Discussion Question Wrap up Summary Discussions Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	Improving Developed Tests & (repeat) Instructionally Oriented Assessment AIS
November 15	Have Read Chapter 14 from Popham before class Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week Paper and Pencil Test due before midnight	Appropriate test preparation Create Web Page Class�Mahar P.C. Lab (5:30 � 7 pm)

November 22	Have Read Chapter 13 from Popham before class Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Post Discussion Question Wrap up Summary Discussions-from previous week	Standardized Tests & Analyzing Data No child left behind
November 29 (no class)	Finish Reading Lemann Book 2 Abstract Assignment #2 Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) before midnight Wrap up Summary Discussions-from previous week Performance Task	Work on Philosophy Web Page
December 6	Have Read Chapter 15 from Popham before class Work on Web Page Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) before midnight Student Presentations Wrap up Summary Discussions-from previous week Web Pages Due Burrell to Post Final Discussion Question Analyzing Data assignment � hand in at 4:30 pm�no discussion	Evaluating teaching & Grading (Report Cards) New York State Report Cards Using Technology (i.e. Grade Machine, Easy Grade Pro, E.XCEL) Mathematics Curriculum Changes Parent teacher conferences King and Carpenter
December 13	Students to Post Responses to Final Discussion Question Critiques for WebPages Due	King and Carpenter