Course Number: Course Title

SYLLABUS

MEASUREMENT AND EVALUATION IN EDUCATION

Term: Spring, 1999-2000 (992) (January 10 - April 19, 2000)

Course Number: EDU 370X

Instructor: Dr. Karen Dillon

Office: Room # 508

Office Phone: 219-473-4262

E-mail: kdillon@ccsj.edu

Office Hours:

To be announced and other hours by appointment.

Course Time:

Friday, 6:30p.m.-9:30p.m.

Course Description:

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, and evaluation instruments. Field Experiences required.

Prerequisites:

EDU 100, 200 (Introduction to Teaching), 300 (Educational Psychology), 311 (Foundations of Education) and 342 (Curriculum Development)

Textbooks:

Carey, L.M. (1994). Measuring and Evaluating School Learning (2^nd ed.). Needham Heights, MA: Allyn and Bacon.

Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D. H., & Wyman, R.M., Jr. (1997). How to Develop a Professional Portfolio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Course Goal:

The professional educator understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

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).

Course Objectives:

Students in this course will:

Through the Internet and local media, identify, examine, and evaluate current educational theories, issues, and trends – such as special education, inclusion. curriculum development, multicultural education, and school reform as they are impacted by current measurement and evaluation standards practice.
Become familiar with basic measurement and evaluation concepts and terminology.
Demonstrate competency analyzing professional assessment instruments.
Demonstrate competency constructing and developing professional assessment instruments.
Conduct new research through computer generated surveys or a pre and post test.
Construct exams and inventories through Excel.
Create an electronic grade book (or learn a commercial grade book, i.e. The Grade Machine, or Teacher Toolbox).
Develop criteria for evaluation measurement and evaluation instruments.
Critique assessment instruments by analyzing and evaluating several student–made assessment instruments.
Participate in peer review of developed instruments.
Become familiar with current assessment literature.
Design and produce a twenty-item assessment instrument in their content area accompanied by a detailed item analysis and summary.
Participate in creating a desirable classroom environment focused on collaborative learning.
Determine learning needs, develop learning objectives, and design, implement, video, and evaluate a lesson plan appropriate for a measurement and evaluation classroom.
Develop a bibliography of useful resources from the Internet. These would include both professional resource sites (20) and student resource sites (20).
Participate in classroom observations/activities for 12 hours. This will include students testing and analysis of the testing.

Class Policy on Attendance:

Students are expected to be on time for all class meetings. Hands-on experience and class interaction is invaluable and cannot be "made up" individually. Students missing more than two classes will meet with the professor regarding this difficulty (your grade may be reduced).

Class Policy For Assignments:

All assignments are due as indicated on the syllabus.

Assessment:

In order to demonstrate the relative importance of these requirements, as they comprise a course grade, the following percentages are provided:

20% Class Presentation of Text Chapter

30% Development of Assessment Instrument

10% Class participation/Collaboration/Attendance

20% Midterm. This will cover (a) assigned readings in the textbook, (b) supplemental readings provided in class, and (c) additional information presented during class by students, faculty, or guests. (There is no make-up exam).

20% Final Exam. This will cover the entire course. (There is no make-up exam).

Grading Scale:

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

Class Participation:

Active involvement in each class is an expectation.

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. 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, 4^th edition (1999). 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.

Requirements/Major Assignments:

1. Reading Assignments:

Assignments from the text and additional articles are listed as part of this syllabus. As minimum preparation for class discussion and participation, students should read the chapters to be examined that day.

2. Each student is required to make an appropriate PRESENTATION to the class of the content

of a chapter of the textbook. 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 material. 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 al.], (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 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.

3. Students are to complete a TWENTY-ITEM ASSESSMENT INSTRUMENT in their area of

concentration or major. The "test" should be accompanied by a detailed explanation of each item. Stages in the PROCESS include:

A first draft of the instrument will be presented in class – and other students will critique the instrument.
A second draft will then be developed based on this feedback.
This version (the 2^nd draft) will be given to at least ten (10) test-takers (who are not participants in ED 370).
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.
The second draft, collected data, and instrument analysis will be presented in class – and other students will critique the instrument.
A third draft will be developed based on (a) the test-makers analysis of the instrument and (b) feedback from classmates.
This version (the 3^rd draft) will be given to at least ten (10) NEW test-takers (who are not participants in ED 370).
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.
The test-maker will evaluate the entire process and document conclusions in a report to be handed in.
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 instruments 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. Internet Bibliography:

Collect and share with each other 20 professional resource sites related to assessment on the Internet and 20 student resource sites. The sites would include professional organizations and publications.

Class Assignments:

Class date Topic-Assignment

Friday, Jan. 14 Course introductions; Chapter 1

Friday, Jan. 21 Chapters 2 and 3

Friday, Jan. 28 Chapters 4 and 5

Friday, Feb. 4 Chapters 6 and 7

Friday, Feb. 11 Chapter 8

Friday, Feb. 18 Midterm (There is no make-up exam)

Friday, Feb. 25 FIRST DRAFT OF ASSESSMENT INSTRUMENT DUE

Friday, Mar. 3 Chapters 14 and 15

Friday, Mar. 10 Chapters 9 and 10

Internet Bibliography due

Friday, Mar. 17 SECOND DRAFT OF ASSESSMENT INSTRUMENT DUE - with test results

Friday, Mar. 24 Chapters 11 and 12

Friday, Mar. 31 Chapter 13 and How to develop a Professional Portfolio

Friday, April 7 Final Exam (There is no make-up exam)

Friday, April 14 THIRD DRAFT OF ASSESSMENT INSTRUMENT DUE

(a copy for everyone)-project documentation