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Curriculum and Instruction
Educational Assessment (EDU 510)
Syllabus/Fall 2001

Day: ___________ CRN#: ___________ Section: __________
Time: 4:30-7:30 p.m. Credits: 3                   Room: ___________

Wed-Poucher 210
Thurs-Poucher 206
Tues-Phoenix 117


Marcia M. Burrell


Pam Michel



Web page




Home phone



207 Poucher

Office Hours

Mon, Tues, Wed and Thurs 8:30 to 9:30 a.m.
Wednesday and Thursdays 2:00-3:00 p.m.
Always by appointment

Popham, W. J. (1999). Classroom assessment: What teachers need to know (2 ed.). Boston: Allyn and Bacon.

McTighe, J., & Ferrara, S. (Eds.). (1998). Assessing learning in the classroom (Revised ed. Vol. 1): NEA.

On Reserve in Penfield Library
Kubiszyn, T., & Borich, G. (1999). Educational Testing and Measurement: Classroom Application and Practice (6th ed.). New York: John Wiley & sons, Inc.

SELECTED REFERENCES: a list of selected readings is made available on the first day of class. During the library visit the library staff will help you figure out how to access some of these articles on line and in the stacks.

HANDOUTS Lots of handouts are made available during the semester, so if you are absent, find out from your classmates what handouts were distributed.

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.)

1. Explain the interrelationship between instruction, curriculum and assessment. (KNOWLEDGE, REFLECTION).
2. Develop and classify instructional objectives. (AUTHENTIC LEARNING, PRACTICE, KNOWLEDGE)
3. Describe the essential characteristics of a good measurement instrument. (KNOWLEDGE)
4. Be able to prepare for measurement and evaluation a lesson or unit (AUTHENTIC LEARNING, PRACTICE)
5. Prepare classroom tests that measure a variety of intended learning outcomes from simple to complex. (AUTHENTIC LEARNING, PRACTICE, REFLECTION)
6. Define the concepts of validity and reliability and relate their role in the construction, selection, interpretation and use of tests and other evaluation instruments. (KNOWLEDGE)
7. Demonstrate the ability to select, administer and use published tests effectively. (KNOWLEDGE).
8. Relate the current thinking on grading, marking and reporting practices. (SOCIAL JUSTICE, REFLECTION, KNOWLEDGE)
9. Develop the ability to construct, select and use non-test evaluation instruments. (AUTHENTIC LEARNING, SOCIAL JUSTICE, PRACTICE, REFLECTION)
10. Summarize the purposes of educational assessment and evaluation. (KNOWLEDGE).
11. Define the following terms: assessment, authentic assessment, measurement, evaluation, test, performance-based assessment, formative and summative evaluation, norm-referenced and criterion-referenced assessment, standardization, cost-effectiveness, usability, relevance, validity and reliability. (KNOWLEDGE).
12. Create assessment tasks that are congruent with stated instructional objectives. (AUTHENTIC LEARNING, SOCIAL JUSTICE)
13. Compare and contrast performance-based and standardized assessment systems in relation to purpose, use and interpretation. (KNOWLEDGE, AUTHENTIC LEARNING, SOCIAL JUSTICE).
14. Tabulate frequency data, graph data, and calculate measures of central tendency and variability, standard scores and correlation. (KNOWLEDGE, AUTHENTIC LEARNING).
15. Define and interpret types of validity, methods of estimating reliability, and standard error of measurement. (KNOWLEDGE, AUTHENTIC LEARNING).
16. Use technology inside and outside of class. (AUTHENTIC LEARNING, PRACTICE, EDUCATIONAL TECHNOLOGY)

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)

2. One basic review math test worth 10 points and one analyzing data assignment worth 20 points. (KNOWLEDGE, PRACTICE)

3. Ten one-page summary reports, worth 100 points. (KNOWLEDGE, REFLECTION). One of the summary reports will consist of a presentation to the class.  This is a partner assignment.  The topics for presentation have already been selected.  

4. Two abstracts of articles from professional journals worth 100 points. (KNOWLEDGE, PRACTICE, REFLECTION, SOCIAL JUSTICE, REFLECTION)

5. One teacher-made 30 to 50-item paper and pencil test from a unit of study, worth 100 points. (PRACTICE, AUTHENTIC LEARNING, SOCIAL JUSTICE, KNOWLEDGE, PRACTICE, COLLABORATION & LEADERSHIP)

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. (COLLABORATION & LEADERSHIP, EDUCATIONAL TECHNOLOGY, PRACTICE, AUTHENTIC LEARNING, SOCIAL JUSTICE, KNOWLEDGE)

7. Multiple technology Integration assignments are worth a total of 20 points. This assignment includes participating in the listserv, getting an email account and completing the web page design performance task. Go to technology to activate an account. (COLLABORATION & LEADERSHIP, PRACTICE, EDUCATIONAL TECHNOLOGY, REFLECTION, KNOWLEDGE, AUTHENTIC LEARNING)

(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.)




Grades will be assigned on the following basis:

 A                                             100-93
A-                                                           92-90
B+                                           89-87
B                                              86-83
B-                                                           82-80
C+                                           79-77
C                                              76-73
C-                                                           72-70
E                                                 69-0




Check when due
Reaction Paper



Basic Math Review



Analyze Data assignment



Summary Reports(10)



Abstract #1 50 10
Abstract #2 50 10

Paper and Pencil Test  100 20

Performance Task 100 20

Technology Integration 20 4

Total Points 500 100

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).

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
4 absences (excused or unexcused) subtract eight points from your average
More than 4 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.

In order to reward students who turn assignments in on time, there will be a penalty imposed for late assignments. While there are many good reasons for turning in late assignments, there will be a 10-point penalty per day for each day beyond 2 days late. The main office mailboxes close at 4:30 p.m. Monday through Friday. Make a backup copy of all your work, for your own protection. Many assignments can be emailed using the attachment feature.


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