SYLLABUS FOR

MEASURMENT AND EVALUATION

Term: 20033

Course Number: 10370-D

Instructor: Joi F. Patterson, Ph.D.

Office: Room # 303

Office Phone: 473-4293

E-mail: jpatterson@ccsj.edu

Office Hours:

By appointment only

Course Time: Monday – Thursday: 8:00 – Noon

Room: 308

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), and ED 311 (Foundations of Education)

Textbooks:

Measurement and Assessment in Teaching Eight Edition, Linn, Robert L. and Gronlund, Norman E., (Merrill Publishing, Columbus, OH, 2000)

Grade Quick 2003, Jackson Software

Behavioral Objectives/ Competencies:

Students should be able to do the following as a result of participating in this course:

Communicate effectively with peers
Understand the role in measurement and assessment as a teacher
Select and Devise appropriate method of assessment tool
Examine and evaluate a variety of evaluation and its validity
Develop Student Portfolios
Develop Electronic Teaching Portfolios
Develop assessment tools to meet need of diverse student learners
Develop student achievement and improvement plans
Construct and Conduct positive parent conferences
Construct and apply rubrics
Align assessment with teaching methodology
Analyze and discussion issues relevant to Public Law 221 and normed referenced assessment
Develop a personal homework philosophy that is student centered and outcome driven
Develop an assessment philosophy that will be the driving force behind when to assess, what to assess, and how to use results of assessment to improve student outcomes.

Class Assignment/Assessment:

See Guidelines

Assignment	Due Date	INTASC Principles	Points
Participation	Ongoing		100	Actual
Grade Quick	Week 2		100
Gantt Chart/Presentation	Week 2		100
Position Paper	Week 2		100
Homework Philosophy	Week 2		25
Assessment Philosophy	Week 2		75
Rubric	Week 2		100
Classroom Test	Week 2		100
Feedback Loop/Presentation	Week 2		100
Diagnostic Assessment	Week 3		200

Total			1000

Grading Scale:

A: 90 – 100%; B: 80 – 89%; C: 70 – 79%; D: 60 – 69%

Grade Quick

Format

Students’ names in alphabetical order
Teacher name
Course name
Semester
Long name
Assignment description
Term
Dates
Assignments listed

Reliability and Validity

Uses a variety of assessment tools
Uses multiple assessments
Weights are appropriate
Uses pre and post assessments

Grading and Reporting

Letter grades are reflective of weights
Graphs are reflective of overall class achievement
Hard copy in standard format for one student
Hard copy of class report
Professional comments written for select student

Position Paper (See Blackboard for articles)

“Is the ISTEP reflective of Student Outcomes?”

Take a position for or against this question. Support your position with the research of three (3) experienced teachers, two of which support your ideas and one who does not support your ideas. One of the three teachers can be a person that you know personally who is qualified to speak on this matter. Papers must not exceed three pages in length and be no less than two full double-spaced typed pages. Be prepared to defend paper in a round-table discussion.

Homework Philosophy

No longer than one page in length
Professional presentation
Age appropriate
Student centered
Written so that it is parent and Student friendly
Embraces the whole child
Includes the parent
Amount of time is appropriate for grade, age and topic
Clear guidelines are provided to allow student optimum success
Used to reinforce what is taught in the classroom
Used as an important assessment tool for students
Used as an important assessment tool for teacher
Rationale and expectations are clear
Assignments are challenging and realistic
A variety of assignments are utilized

Assessment Philosophy

No longer than one page in length
Professional presentation
Personal in nature
Emphasis on classroom assessment
Broad overview on norm reference assessment
Student centered
Used as a tool to show student achievement
Used as a tool to reevaluate instruction
Is fair and consistent
Uses a variety of assessments
Uses multiple assessments

Rubric

Three (3) to four (4) point scale
Specific expectations at each level
Age appropriate
Clear distinction between levels
Void of bias
Realistic goals
Challenging
Student centered

Classroom Test

Using the US Constitution (see Blackboard)
Five (5) questions per category (See Text)
Follows guidelines for test construction

Diagnostic Assessment Project

Diagnostic assessment is defined and understood
Understands when and where to administer assessment
Areas of strength and weakness are determined
Spreadsheet is reflective of strengths and weakness
Strategies are developed to enhance area(s) of weakness
Parent and student is involved in instituting strategies

Portfolio:

As of the 2002-2003 academic year, the Education Program of CCSJ is requiring teacher candidates to develop an electronic 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).