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Term: Spring 2017 Course Number: EDUC 370, Measurement and Evaluation Instructor: Dr. Kesha A. Henry Office: Room #531 E-mail: khenry@ccsj.edu Office Hours: By Appointment Course Time: 8:00am – 12:00pm M, T, W, R. Location: Room #308 Course duration: February 6 – 23, 2017 Instructor’s Background: Ph.D. in Curriculum and Instruction from Purdue University. Areas of Specialization/Research Areas of Interest: Science Education, Agricultural & Extension Education, Urban Education, Multicultural Education, Teacher Education, Career Development Theories. 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 a variety of informal, formative and summative assessment tools, to evaluate and ensure the continuous intellectual, social, and physical development of individual students as well as the entire class. They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.

Five key elements of assessment are addressed: curriculum, quality, quantity, variety, and feedback.

Prerequisites: EDUC 299 (Capstone), EDUC 300 (Education Psychology), EDUC 311 (Foundation in Education), EDUC 342 (Curriculum Development)

Required Course Textbook:

Popham, J. W. (2016). Classroom assessment: What teachers need to know (8th ed.). New York: Pearson Education, Inc.

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Learning Outcomes/Competencies:

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

Objectives NBTPS

Understand the role of measurement and assessment in the instructional process

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Define instructional goals and objectives in ways that facilitate appropriate assessments

2, 5

Discuss the validity and reliability of tests and assessments

Use assessment data to inform instructional decisions for all students 1, 3

Construct tests and assessments that measure a variety of learning outcomes

3

Analyze current research articles on topics of assessment and evaluation 4

Construct rubrics aligned with academic standards 2, 3, 5

Interpret and use results of standardized testing 3

Learning Strategies: Group Discussions, Collaborative Learning, Lectures, Field Experience, Presentations, and Research. Assignments/Assessments: Assignment Points Due Date Comments Class participation/collaboration/attendance 15points Required for all

class meetings

Assessment Philosophy 15point 2/13 2 pages Test Construction 15points 2/16 Rubric 15points 2/8 Field Experience Report & Presentation 20points 2/22 (6 pages) Final Exam 20points 2/23 Grading Scale: A 90-100 B 80-89 C 70-79 D 60-69 F 59 and below

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Class Dates Topics Assignments

Week #1

Monday, February 6, 2017

Introductions, Class Expectations, Syllabus Overview/Assignments Overview

Why Do Teachers Need to Know about Assessment?

Chapter 1

Tuesday, February 7 Deciding What to Assess Reliability of Assessment

Chapters 2, 3

Wednesday, February 8 Validity Fairness

Chapters 4, 5

Rubric Due

Thursday, February 9 Field Experience/No Class

Week #2

Monday, February 13 Selected-Response Tests Constructed-Response Tests

Chapters 6, 7

Assessment Philosophy Due

Tuesday, February 14 Performance Assessment Portfolio Assessment

Chapters 8, 9

Wednesday, February 15 Field Experience/No Class

Thursday, February 16 Affective Assessment Improving Teacher-Developed Assessments

Chapters 10, 11

Test Construction Due

Week #3

Monday, February 20 Formative Assessment Making Sense Out of Standardized Test Scores

Chapters 12,13

Tuesday, February 21 Appropriate and Inappropriate Test-Preparation Practices The Evaluation of Instruction

Chapters 14,15

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Wednesday, February 22 Assessment-Based Grading

Chapter 16

Field Experience Reports and Presentations Due

Thursday, February 23 Final Exam

Class Policy for Attendance and Assignments: Active participation is required in this class. All students are required to read the assigned chapters prior to each class period and come prepared to engage/participate in class discussions. Please note that all assignments are due on the date specified in the course calendar. There will be no exceptions. All assignments must be type written, double spaced and checked for grammatical/spelling error. Printed copies of all assignments must be submitted to the Instructor in class on the due dates. Additionally, electronic copies must also be submitted via email to the Instructor by the due dates. APA format/citation is required for this course. Student Success Center: The Student Success Center is dedicated to supporting Calumet College of St. Joseph students. Students work with tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. Tutoring is open to all students at Calumet College of St. Joseph at no charge and is available to support most introductory courses. Tutoring in support of some other courses is available as well. The Student Success Center is located in the library. The telephone number is 219.473.4287.

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.

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. The Registrar must receive written request for withdrawal 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

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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).

Disabilities Services:

Disabilities Services and Calumet College of St. Joseph (CCSJ) seeks to provide opportunities for equal access in programs, services and activities. CCSJ and Disabilities Services strive to meet the needs of students with disabilities by providing “reasonable accommodations” and academic services in accordance with Americans with Disabilities Act (ADA) guidelines. Students with documented disabilities that require support to access academic activities are encouraged to contact Disabilities Services at 219-473-4349. The Disabilities Services Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter.

CCSJ Alert:

Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, email, and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College’s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: http://www.ccsj.edu/alerts/index.html.

School Closing Information:

Internet: http://www.ccsj.edu

http://www.EmergencyClosings.com

Facility: Calumet College of St. Joseph

Phone: 219.473.4770

Radio:

WAKE – 1500 AM

WGN - 720 AM

WIJE – 105.5 FM

WLS – 890 AM

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WZVN – 107.1 FM

WBBM NEWS RADIO 78

TV Channels: 2, 5, 7, 9, 32

National Board for Professional Teaching Standards NBPTS: Proposition 1: Teachers are Committed to Students and Their Learning

NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.

They treat students equitably. They

recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.

NBCTs understand how students develop and learn.

They respect the cultural and family

differences students bring to their classroom.

They are concerned with their

students’ self-concept, their motivation and the effects of learning on peer relationships.

NBCTs are also concerned with the

development of character and civic responsibility.

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.

They have skill and experience in

teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.

They are able to use diverse

instructional strategies to teach for understanding.

Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.

NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.

They know how to engage students to

ensure a disciplined learning

Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.

NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.

They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.

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environment, and how to organize instruction to meet instructional goals.

NBCTs know how to assess the progress of individual students as well as the class as a whole.

They use multiple methods for

measuring student growth and understanding, and they can clearly explain student performance to parents.

They critically examine their practice

on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

Proposition 5: Teachers are Members of Learning Communities.

NBCTs collaborate with others to improve student learning.

They are leaders and actively know

how to seek and build partnerships with community groups and businesses.

They work with other professionals on

instructional policy, curriculum development and staff development.

They can evaluate school progress and

the allocation of resources in order to meet state and local education objectives.

They know how to work

collaboratively with parents to engage them productively in the work of the school.

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