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

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Professor	Marcia M. Burrell
Department Chair	Dr. Pam Michel (312-4061)
Email	burrell@oswego.edu
Phone	312-3584
Home phone	342-5939
Office	101B Swetman
Office Hours	In Person Hours in the classroom: 4:30 – 5:00 p.m. Friday, 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. Nicholas, L. (2000). The big test: The secret history of the American meritocracy. Publisher TBA 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 (210 Swetman Hall, 315-312-3358,
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		Book Chapter	Names of Presenters
IEP/IDEA 97/Learning Disabilities	A	4
Validity and Reliability	B	2, 3
NRT and CRT	C	5
New York State Report Cards	D	3
AIS	E	7
New York State Assessments	F	5
Using Technology (i.e. Grade Machine, Easy Grade Pro, E.XCEL)	G	15
Grading—Report Cards	H	15
Bias in assessment	I	4
Performance Assessments Authentic Assessment	J	8
Rubrics	K	8, 9
Portfolios—Electronic Portfolios	L	9
Affective Assessment	M	10
Standardized tests	N	13
Appropriate test preparation	O	14, 11
No Child Left Behind	P	5

Time	Class	Day	Assignment	Readings
5 p.m. – 8 p.m.	5/27	Friday	Overview, purchase books, Responsibilities, Course Space, Introductions, Assignments
9 a.m. – 2 p.m.	5/28	Saturday	Prepare Presentations
	6/1	Wednesday	Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) Starters (14-26) begin discussions—Text, Novel, Presentations	Popham 1,12, 2, 3
5 p.m. – 8 p.m.	6/3	Friday	Presentations
	6/4	Saturday	Library Tutorial on Research Prepare Presentations Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) Discussants and Wrappers (1-13) complete discussions
	6/8	Wednesday	Starters (1-13) begin discussions—Text, Novel, Presentations Test Blueprint Abstract 1	Popham 4,5, 6,7
5 p.m. – 8 p.m.	6/10	Friday	Presentations Performance Tasks
9 a.m. – 2 p.m.	6/11	Saturday	Prepare Presentations Post Summaries (1,2,3,4,5,6,7,8,9,10,11,12,13) Discussants and Wrappers (14-26) complete discussions	1/3 of Nicholas book
	6/15	Wednesday	Starters (14-26) begin discussions—Text, Novel, Presentations Abstract 2	Popham 8,9,10,11
5 p.m. – 8 p.m.	6/17	Friday	Presentations
9 a.m. – 2 p.m.	6/18	Saturday	Prepare Presentations Post Summaries (14,15,16,17,18,19,20,21,22,23,24,25,26) Paper and Pencil Task Analyzing Data Assignment Discussants and Wrappers (1-13) complete discussions
	6/22	Wednesday	Starters (1-13) begin discussions—Text,	Popham 13,14,15
5 p.m. – 8 p.m.	6/24	Friday	Performance Task Presentations Web Page and Philosophy presentations	2/3 Nicholas Book
9 a.m. – 2 p.m.	6/25	Saturday	Web Page Discussants and Wrappers complete discussions

Assignment	Quick Description	Points
Summary Reports (Individual)	For each class you will type a brief one-page report summarizing 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. One cognitive paragraph for each chapter, and a single affective and conative paragraph.	100
Online Discussion Forum (Individual)	Participate in weekly online discussions as assigned. You must have at least 3 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 15 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. 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 sit 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