Calumet College of St. Joseph
SYLLABUS FOR MEASURMENT AND EVALUATION
Term: Spring, 2002
Course Number: EDU370
Instructor: Joi F. Patterson, Ph.D.
E-mail: jpatterson@ccsj.edu
Office Hours:
Monday 7:30 – 3:00P.M.
Wednesday 7:30 – Noon
Thursday 7:30 – 3:00P.M.
All other times by
appointment only
Course
Time: Tuesday: 7:00 – 10:00
Room: 262
Course
Description:
Measurement and Evaluation in Teaching is
intended to introduce prospective teachers to those elements of measurement and
assessment that are essential to student achievement. This course highlights the fundamental principles of measuring
the cognitive, affective, and psychomotor components of classroom learning.
Teacher candidates are actively involved in constructing and implementing
behavioral objectives, test items, ad evaluation instruments.
ED 200
(Introduction to Teaching), ED 210 (Professional Laboratory Experiences), ED
300 ((Educational Psychology), ED 311 (Foundations of Education), and ED 342
(Curriculum Development).
Textbooks:
Measurement and Assessment in Teaching Eight Edition,
Linn, Robert L. and Gronlund, Norman E., (Merill Publishing, Columbus, OH,
2000)
Behavioral
Objectives/ Competencies:
Students should be able to do the following as a result
of participating in this course:
Class Assignment/Assessment:
Class Dates
|
Topics Chapter |
Assignment/Project Due Date |
Points |
|
Jan.
08 |
Intro. To Measure &
Evaluation |
Class Portfolio Develop Student Roster |
100 pts. Equal Distribution |
|
Jan.
15 |
Teacher’s role in M & E Chapter 2 |
Align Assessment with
Instruction, Text Assignment |
|
|
Jan.
22 |
Student Portfolios Chapter 12 |
Construct & Present
Guidelines and Sample Student Portfolio |
|
|
Jan.
29 |
Teacher Electronic
Portfolios Handouts |
Construct Electronic
Portfolio on CD ROM |
|
|
Feb.
5 |
Teacher Electronic
Portfolios Cont. Handouts |
Present and Analyze
Electronic Portfolio |
|
|
Feb.
12 |
Planning Classroom
Assessment Chapter 6 |
Flow Chart of Assessment
Activities Text Assignment |
|
|
Feb.
19 |
Constructing Objective Test Chapter 7 |
Design Simple Form Test Text Assignment |
|
|
Feb.
26 |
Constructing Objective Test Chapter 8 |
Design Multiple –Form Test Text Assignment |
|
|
Mar.
5 |
Constructing Rubrics Handouts |
Design a Rubrics Text Assignment |
|
|
Mar.
12 |
Constructing Rubrics Handouts |
Design & Present Rubric |
|
|
Mar.
19 |
Validity Chapter 4 |
Compare and Contrast Test Text Assignment |
|
|
Mar.
26 |
Measuring Achievement Chapter 9 |
Chart and analyze grade Text Assignment |
|
|
Apr.
2 |
Grading and Reporting Chapter 15 |
Design class and individual
grading report; student improvement plan and parent conference. Attend
Report Card Pick-up (East Chicago) Teacher
Interview |
|
|
Apr.
9 |
Published Assessment Tools Handouts |
Utilize published assessment
tool |
|
|
Apr.
16 |
School wide Assessments Handouts |
Analyze standardize
achievement, develop individual goals.
|
|
|
Total |
|
|
1,500 |
Grading
Scale:
Portfolio:
As of the 1996-97 academic
year, the Education Program of CCSJ is requiring teacher candidates to develop
a professional portfolio prior to the student teaching course. This portfolio should contain examples of
professional development from various courses and activities. Many of the projects connected with this
course would make appropriate additions to such a portfolio.
Format
for Written Assignments:
The professional Education and Psychology communities
have adopted the standards delineated in the Publication Manual of the American
Psychological Association. The current
work is the Fourth Edition, 1994, available in the bookstore and the library.
Plagiarism is a serious unprofessional practice. Please consult the CCSJ Student Handbook as well as the APA
Publication Manual for a) a description of plagiarism and b) how to avoid it.
Interstate New Teacher Assessment and
Support Consortium (INTASC) Principles
The Ten INTASC principles are listed below.
Specific standards for knowledges, dispositions, and performances accompany
each principle, but space does not permit listing them below. For a complete
copy of the INTASC standards, contact
Jean
Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington
DC 20001-1431.
Principle #1:
The teacher understands the central
concepts, tools of inquiry, and the structures of the discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject
matter meaningful for students.
Principle #2:
The
teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal
development.
Principle
#3:
The teacher
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Principle #4:
The
teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance
skills.
Principle #5:
The teacher uses an 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.
Principal #6:
The teacher uses knowledge of effective
verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Principle #7:
The teacher plans instruction based upon
knowledge of subject matter, the community, and curriculum goals.
Principle
#8:
The teacher
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the
learner.
Principle #9:
The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning community) and who
actively seeks out opportunities to grow professionally.
Principle #10:
The teacher fosters relationships with
school colleagues, parents, and agencies in the larger community to support
students’ learning and well-being.
Statement of Plagiarism:
If
an instructor or other Calumet College of St. Joseph personnel find that a
student has plagiarized or been involved in another form of academic
dishonesty, the instructor or other personnel may elect to bring the matter up
for judicial review. The maximum penalty for any form of academic dishonesty is
dismissal from the College. The procedures for judicial review are listed under
the section of CCSJ handbook that addresses student grievances.
Calumet
College of St. Joseph adheres to citation guidelines as prescribed by the
particular discipline (i.e., MLA, APA, Chicago Manual of Style or
Turabian.). All of these guidelines are
available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references
from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After
the last day for class changes has passed (see College calendar), students may
withdraw from a course in which they are registered with permission from the
faculty member conducting the course. A written request detailing the reason(s)
for the withdrawal must be filed with the Registrar. Written request for
withdrawal must be received by the Registrar by the last day of classes prior
to the final examination dates specified in the catalogue. Written requests may
be mailed to the Registrar or faxed to the College fax number 219-473-4259.
Students are to make note of the refund schedule when withdrawing from courses.
The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the
request is honored, the student will receive notification of official
withdrawal; if denied, the notification will indicate why the withdrawal is
disallowed. Note: Degree Completion Division (DCD) students should consult the
DCD Student Handbook for information on DCD withdrawals.
An
official withdrawal is recorded as a "W" grade on the student's
transcript. Dropping a
course
without written permission automatically incurs an "F" grade for the
course (see
Refund Schedule).