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SYLLABUS FOR MEASUREMENT
AND EVALUATION
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Term: Summer 2003 (May 12, through June 26, 2003)
Course Number: Education 370—Measurement and Evaluation
Instructor: Kevin T. Zajdel, Ed.D. Office: tba
Instructor
Background: B.A. in English
(St. Meinrad College); M.S.Ed. in
Secondary Education (Indiana University Northwest); Graduate coursework in counseling and administration (Purdue
University Calumet); Ed.D. in Instructional Leadership (National-Louis
University). Experience teaching middle
school, high school, and higher education; administrative experience at the
elementary, high school, college, and district levels.
Office Phone:
CCSJ
Switchboard—219.473.7770 or 773.721.0202
Work
Phone: 219.836.9151 x
322
E-mail: KTZajdel@aol.com (In RE put “ED 370:
YOUR NAME” to avoid having e-mail deleted.)
Office
Hours: Before class,
during break, and after class; and by appointment
Course
Time: Mondays and Wednesdays, 4:00 to
7:00 pm
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.
Prerequisites: ED 200 (Introduction to
Teaching), ED 210 (Professional Laboratory Experiences), ED 300 (Educational
Psychology), ED 311 (Foundations of Education), and ED 342 (Curriculum
Development).
Learning
Outcomes/ Competencies: Students in
this course will . . .
A. Knowledge:
1.
Students will understand current theories and theorists, as well
as basic measurement and evaluation concepts and terminology, while examining
current professional assessment literature.
2.
Students will understand how to implement authentic and
alternative assessment strategies.
3.
Students will analyze appropriate assessment for instructional
outcomes and diagnostic purposes.
4.
Students will understand that assessment is an integral part of
instructional planning.
5.
Students will understand current technology related to assessment
strategies.
6.
Students will develop criteria for evaluating measurement and
evaluation instruments.
B. Dispositions:
1.
Students will value on-going assessment for the promotion of
student learning.
2.
Students will value the use of standards, rubrics, and competency
levels.
3.
Students will value self-assessment as a tool for personal
growth.
C. Performance:
1.
Students will demonstrate a variety of assessments (formal and
informal) in the classroom.
2.
Students will create rubrics, competency levels, and criteria for
measuring performance.
3.
Students will utilize relevant information for student
assessment.
4.
Students will model self-assessment for personal and professional
growth and improved instruction.
5.
Students will collect data on student performance to be used for
formative and summative assessment.
6.
Students will demonstrate competency analyzing
professional assessment instruments.
7.
Students will demonstrate competency constructing and
developing assessment instruments.
8.
Students will critique assessment instruments by analyzing
and evaluating several student-made assessment instruments.
9.
Students will design and produce a twenty-item assessment
instrument in their content areas; these instruments will be accompanied by a
detailed item analysis and summary.
10.
Students will have the opportunity to have their tests critiqued
by class members in order to get feedback for developing increased expertise in
test design.
11.
Students will participate in the group process frequently in
class–ad will consider the value of collaborative learning as a vital
element of educational process and design.
12.
Students will determine learning needs; develop learning
objectives; and design, implement, and evaluate a lesson plan
appropriate for a measurement and evaluation classroom learning environment.
Textbook
(required): Linn, R. L.,
& Gronlund, N. E. (2000). Measurement
and assessment in teaching
(8th
ed). Columbus, OH: Merrill Publishing.
Additional Text
(not required): Powell, S. D. (2000). Standards in the classroom. Westminster, CA:
Teacher Created Materials, Inc.
Learning
Strategies: Professional
literature analyses, student presentations, group discussions, small group
activities, professional consultation (interviewing), and problem solving. Major assignments include
1. Reading assignments from the
textbook, additional articles and materials, and class handouts are necessary
for class discussion and participation; students should be prepared for the
topics to be covered in class that day.
2. Each
student is required to make an appropriate PRESENTATION to the
class of the content of a chapter of the textbook (or entire supplemental
book). Student presenters should assume
that the entire class has read the assigned material. Reading from the text and/or a recitation of major ideas is,
therefore, unnecessary and inappropriate; in short, presenters should
not lecture.
As future educators, students should
consider this an opportunity to try creative (and fun?) ways to engage
the class in processing the ideas and skills in the chosen materials. This can include leading discussions,
directing role playing, making a (multimedia) demonstration, providing
supplemental material, and so on.
Assigning homework before and/or after a presentation is also
appropriate; this can be part of the evaluation component of the presentation
(see below).
In addition, opportunities to engage the
class in test item design, development, use, analysis, and revision should be
included as appropriate in each presentation.
The exercise is to give each student
practice (a) selecting CONTENT to be learned, (b) setting appropriate OBJECTIVES
[see Bloom's taxonomy, et alia], (c) planning appropriate PEDAGOGY to
engage other students in the learning process, (d) IMPLEMENTING those
strategies, and (e) EVALUATING the degree to which the learning
objectives have been achieved.
Students will be assessed as follows:
20%
Selecting appropriate material and demonstrating an understanding of
that material [CONTENT];
20%
Providing an appropriate written lesson plan [1] to each student
prior to the presentation [OBJECTIVES];
15% Using
appropriate strategies to facilitate an effective learning environment [PEDAGOGY
and IMPLEMENTATION];
15%
Adequately covering most or all of the chosen material (as opposed to
simply targeting one topic) [CURRICULUM];
10% Using supplemental materials (additional resources)
[CURRICULUM]; and
20% Providing evidence that learning has
occurred [MEASUREMENT and EVALUATION].
PRESENTATIONS
MUST BE LIMITED TO 30 MINUTES--really .
Students must present the material they chose
on the day they signed for.
Student presentation should be multi-media
presentations whenever possible.
3. Students
are to complete a TWENTY-ITEM ASSESSMENT INSTRUMENT in their
area of concentration or major . . . based on specific, current Indiana
Standards. The “test” should be
accompanied by a detailed explanation of each item. Stages in the PROCESS include
a. A first draft of the instrument will be
presented in class--and other students will critique the instrument.
b. A second draft will then be developed based
on this feedback.
c. This version (the 2nd draft) will
be given to at least ten (10) test-takers (who are not participants in ED 370).
d. The test-maker will collect data (e.g.,
obtain raw scores and do an item analysis) and analyze the test results, as
well as the instrument.
e. The second draft, collected data, and
instrument analysis will be presented in class--and other students will
critique the instrument.
f. A third draft will be developed based on (a)
the test-maker's analysis of the instrument and (b) feedback from classmates.
g. This version (the 3rd draft) will be given
to at least ten (10) NEW test-takers (who are not participants in
ED 370).
h. The test-maker will collect data (e.g.,
obtain raw scores and do an item analysis) and analyze the test results, as
well as the instrument.
i. The test-maker will evaluate the entire
process and document conclusions in a report to be handed in.
j. The test-maker will present the instrument
to the class (providing each member with a copy of the instrument), explaining
in detail the rationale for the instrument's design and construction, providing
a summary of the effectiveness of the instrument, and sharing personal
reactions regarding the measurement and evaluation process.
The
project will be assessed according to:
10% Draft one presented to
class on assigned date;
10% Draft two presented to
class on assigned date;
20%
Demonstration of sound educational theory and applied
knowledge of current measurement and evaluation issues;
30% Integration
of educational theory in the design and implementation of the
actual assessment instrument;
15% Clear
writing (unity, coherence, sound writing mechanics) and adherence to APA
format; and
15% Appealing and easily understandable format.
4. Several PROJECTS include a Grade Quick project, an ISTEP
position paper, a homework
philosophy
paper, and an assessment philosophy essay (which will be a take-home section of
the
final exam). A separate handout will
detail these project requirements.
5. WORKSHEETS
(e.g., test statistics), PROJECTS (e.g., consulting Buros’ Tests
and Measurements and reporting on results), and QUIZZES on reading
materials will be required from time to time.
6. ADDITIONAL
(OPTIONAL) PROJECTS designed by students are encouraged. Students may choose a field experience (for
example, conducting a behavioral observation as described in chapter 13) or may present an additional textbook
chapter to the class. Projects must be
pre-approved by the instructor and presentations must also be scheduled in
advance.
7. CLASS
PARTICIPATION, which may be difficult to assess, will be linked to ATTENDANCE. That is, if teacher candidates are in
attendance for an entire class period, it will be assumed they are
participating. Teacher candidates are
expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made
up" individually.
8. An EXIT
EXAM will cover the entire course.
Objective portions will be taken in class; essay sections will be
completed outside class. (There is no
make-up exam.).
Assessment: In
order to demonstrate the relative importance of these requirements as they
comprise a course grade, the following percentages are provided:
15% Class Presentation of Material from
Textbook Chapter
20% Classroom Test Creation and Revision
Project
10% Grade Quick Project
10% ISTEP position paper
10% Homework philosophy paper
** Assessment Philosophy Essay (which
will be a take-home section of the final exam)
20% Final Exam
15% Class Participation/Attendance, Quizzes,
and Projects
** Students
are encouraged to engage in additional learning. Students may choose a field experience (for example, conducting a
behavioral observation as described in chapter 13) or may present an additional textbook chapter to the class. Projects must be pre-approved by the
instructor and presentations must also be scheduled in advance.
Class Policy for Missed Quizzes and Late Assignments: There
are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as
scheduled since one assignment builds on another. Late assignments incur a grade reduction. Please note the timetable for the deadline
for late assignments. In addition,
scheduled presentations need to be made during the scheduled class to avoid
disrupting the educational process for the entire class.
Format for Written
Assignments: The professional Education community has adopted
the standards delineated in the Publication Manual of the American
Psychological Association, 4th edition (1994). The professional standards described therein
are those expected in the professional education community; as future professional
educators, students of education also need to demonstrate in their writing the
standards adopted by the professional education community. [This is not a required text. It is available, however, in the bookstore
and in the reference section of the Specker Library (REF. BF/76.7/.P82/1994)].
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. (Academic Planner
2002-2003)
Citation Guidelines: Calumet College of St. Joseph adheres to citation
guidelines as prescribed by the particular discipline (i.e., APA).
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.
Grading Scale:
A: 92-100 A-: 90-91
B+: 88-89
B: 82-87 B-: 80-81
C+: 78-79
C: 72-77 C-: 70-71 D+: 68-69
D: 62-67 D-: 60-61
F: 59 & below
Class Policy on Attendance:
Teacher candidates are
expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made
up" individually.
Class Policy on
Electronic Devices: Cell phones,
beepers, and pagers are considered a distraction from the educational process
and are, therefore, discouraged.
Center for
Academic Excellence: Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the
Center for Academic Excellence (CAE), to make an appointment at 473-4287. The
Center has experienced and well-trained tutors in most subject areas to help
students who are struggling in a course or who are doing well and would like to
do better. Regular weekly tutoring sessions are likely to improve your grade.
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.
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).
Course Outline,
Dates, and Topics:
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Text |
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Assessment |
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Chapter |
Field and |
Instrument |
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Essay |
(Test-Making) |
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Presentation |
Assignment |
Project |
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Date |
Topics/Activities |
Due Dates |
Due Dates |
Due Dates |
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5.12.03 |
Introduction
to Measurement and Evaluation; syllabus review; |
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(Mon) |
sign-up
for presentations; Chpt 1 (Educational Testing |
Chapter 1 |
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and
Assessment; discussion of assignments |
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5.14.03 |
Stakeholder
Meeting |
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(Wed) |
No
class |
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5.19.03 |
Chpt
15 (Grading and Reporting); Guest Speaker--Dr. |
Chapter 15 |
ISTEP paper |
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(Mon) |
Patterson: GradeQuick Activity; Discussion of ISTEP |
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research
and reflections, if time |
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5.21.03 |
Chpt
2 (Role of Measurement and Evaluation in Teaching) |
Chapter 2 |
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(Wed) |
Chpt
3 (Instructional Goals and Objectives; quiz on reading; |
Chapter 3 |
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Practice
writing Mager-style objectives |
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5.26.03 |
Memorial
Day |
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(Mon) |
No
class |
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5.28.03 |
Chpt
4 (Validity) and Chpt 5 (Reliability); more practice writing |
Chapter 4 |
GradeQuick |
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(Wed) |
objectives
derived from standards; |
Chapter 5 |
Project |
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6.02.03 |
Chpt
6 (Planning Classroom tests) and Chpt
7 (Constructing |
Chapter 6 |
Parent Letter on |
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(Mon) |
Objective
Test Items); |
Chapter 7 |
Homework |
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6.04.03 |
Chpt
8 (Constructing Multiple Choice Forms) and
Chpt 14 |
Chapter 8 |
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(Wed) |
(Assembling…Classroom
Tests and Assessments) |
Chapter 14 |
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6.09.03 |
Chpt
9 (Measuirng Complex Achievement); Chpt 10 (Essay |
Chapter 9 |
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First Draft |
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(Mon) |
Q's);
and Chpt 11 (Performance-Based Assessments) |
Chapter 10 |
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Chapter 11 |
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6.11.03 |
Chpt 12 (Portfolios); Chpt 16 (Achievement Tests); |