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EDUC 6040 – (CRN 81176; Section 90): Foundations of Educational Measurement
Credit Hours: 3.0 semester credit hours
Course Syllabus – Fall 2015
Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, (678) 466-5445,
disabilityservices@mail.clayton.edu.
Catalog Description:
This course includes basic measurement concepts, role of measurement in education, construction of teacher-made tests and other classroom assessments, fundamental descriptive statistics for use in test interpretation of standardized test score reports.
Teacher Education Policy
The content of this course syllabus correlates to education standards
established by national and state education governing agencies,
accrediting agencies and learned society/ professional education
associations. Please refer to the course correlation matrices located at
the following web site:
http://a-s.clayton.edu/teachered/Standards%20and%20Outcomes.htm
Conceptual Framework
The mission of the Teacher Education Unit is to prepare professional educators who engage in reflective practice and who are competent, caring, committed, collaborative, culturally responsive, and prepared to teach diverse learners in an ever-changing society. For the complete CSU Teacher Education Unit Conceptual Framework, follow the link below. http://www.clayton.edu/teachered/standardsoutcomes
Course Prerequisites and Co-requisites:
Prerequisite: Admission to graduate degree program Co-requisite: None
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Computer Requirement:
This is an online course. Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy.
Software Requirement:
To properly access the course content you will need to download the following free software:
Adobe Reader (needed to access files in PDF format): http://get.adobe.com/reader/
Adobe Flash (needed to access video content): http://get.adobe.com/flashplayer/
Computer Skill Prerequisites:
Able to use the WindowsTM operating system Able to use Microsoft Office Applications Able to send and receive e-mail using OutlookTM or
Outlook ExpressTM Able to attach and retrieve attached files via email Able to use a Web browser.
GeorgiaVIEW Desire2Learn (Online Classroom):
On-line activity will take place in Desire2Learn, the virtual classroom for the course.
You can gain access to Desire2Learn, by signing on to the SWAN portal and selecting:”GaVIEW” on the top right side. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor's name.
Major Student Activities:
Reading and studying from course text books Working assigned homework problems Discussing issues on Desire2Learn in response to topical prompts Answering and asking questions on D2L
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Posting their thoughts/insights/ideas Creating a test blueprint
Creating and using observational tools and helping colleagues to do the same
Conducting item-analyses and using these to analyze tests
Using test characteristics to evaluate or select appropriate tests for specified purposes and helping colleagues to do the same
Initiating and collaborating with colleagues on using student formative and summative evaluation data to design or adjust instruction to improve student learning
Course Learning Outcomes:
The student will be able to
1. Articulate, discuss and defend a philosophy of assessment, testing and grading
2. Demonstrate and apply the knowledge of types of tests in the construction and selection of appropriate test or assessment for given purposes; And helping colleagues to do the same
3. Integrate results of assessment and testing in classroom instruction 4. Demonstrate an understanding of the purpose of standardized testing in
the educational process 5. Demonstrate the ability to use, and help others use, multiple sources of
evidence to determine student achievement and progress; and to adjust instruction accordingly
6. Plan and work with subject matter or grade level teams to develop an assessment program using results of CRCT, EOCT, GHSGT, Milestones assessments to plan targeted and differentiated instruction
7. Facilitate reflective practice by using, and helping others use, observational tools and reflecting on results of such observation
Instructor Information:
Instructor:
Dr. Winifred Nweke phone: (678) 466-4824 fax: (678) 466-4899 e-mail: winifrednweke@clayton.edu
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internet: http://faculty.clayton.edu/wnweke
Office: Arts and Science Bldg., Room G-205B
Office hours:
TR: 3:00 – 5:00 pm. Other times by appointment
Class Meetings:
Classroom: Online; Class times: TBA
Textbook Information:
Text:
Miller, M. D., Linn, R. L. & Gronlund, N. E. (2013). Measurement and Assessment in Teaching, 11th edition, Boston: Pearson.
Wormeli, R. (2006). Fair Isn’t Always Equal.
Other Resources:
Georgia Department of Education Website - http://www.gadoe.org/Pages/Home.aspx
American Psychological Association (APA) Publication Manual 6th edition
Mental Measurements Yearbooks - http://buros.org/
Teacher Leader Standards - http://www.gapsc.com/Commission/policies_guidelines/Downloads/Teacher_Leadership_Standards.pdf
GACE Teacher Leadership Assessment
http://gace.ets.org/teacher_leadership/about/
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Course Schedule:
The weekly course outline for EDUC 6040 is provided in the table below. Chapter references are to both textbooks required for this class: Miller, Linn and Grondlund: Measurement and Assessment in Teaching (2013) and Wormeli: Fair Isn’t Always Equal, 2006.
EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Miller, Linn &
Gronlund
Wormeli
Aug 17 1 Educational Testing &
Assessment
1 1-2
Aug 24 2 The Role of Measurement &
Assessment in Teaching
2 3
Aug 31 3 Instructional Goals and
Objectives Foundation for
Assessment
3
Sep 7 4 Validity 4
Sep 14 5 Reliability and Other Desired
Characteristics
5
Sep 21 6 Planning Classroom Tests and
Assessments
6 6
Sep 28 7
Constructing Objective Test
Items: Simple forms
7 6
Constructing Objective Test
Items Multiple-Choice Forms
8
Oct 5
8 Measuring Complex
Achievement: The Interpretive
Exercise
9
Measuring Complex
Achievement: Essay Questions
10
Oct 10-13 9 SPRING BREAK
Oct 19 10 Measuring Complex
Achievement: Performance-
Based Assessments
11
Assessment Procedures:
observational Techniques, Peer
Appraisal, and Self-Report
13 4
Oct 26 11 Portfolios 12 4
Nov 2 12 Assembling, administering, and
Appraising Classroom Tests and
assessments
14
Nov 9 13 Grading and Reporting 15 7-14
Nov 16 14 Achievement Tests 16
Aptitude Tests 17
Nov 23 15 Test Selection, Administration, 18
6
EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Miller, Linn &
Gronlund
Wormeli
and Use
Nov 30 16 Interpreting Test Scores and
Norms
19
Dec 7 17 Thirty-six Tips to Support
Colleagues as They Move
towards Successful Practices for
Differentiated Classrooms
15
Dec 8-14 18 Final Examination
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Evaluation:
Weekly Posting: 12 at 4 points each 48
Four papers/activities at 12 points each 48
Writing Style, Use of Other Resources 4
TOTAL 100
Rubric for grading Weekly Postings* and Four Papers*
4 3 2 1
Content
Demonstrates complete understanding of measurement issue concerned Information/data are accurate
Shows substantial understanding of the issue Information/data are accurate
Shows some understanding of the issue Some Information/data are inaccurate
Shows slack of understanding of the issue Information/data are not accurate
Use of Content
Uses accurate data/information to present a balanced argument on an issue
Uses accurate data/information to present a one-sided argument on an issue
Does not use the data/information to present an argument on an issue; Merely lists some facts
Uses inaccurate data/information to present an argument on an issue or does not attempt to present a defense for selected viewpoint
Information Gathering
Uses multiple electronic and non-electronic sources that are properly cited
Uses electronic or non-electronic sources that are properly cited
Uses one source; electronic or non-electronic, sources that are not properly cited
Uses one electronic or non-electronic sources that are improperly cited or not cited at all; or uses no sources
Writing –organization, grammar, spelling, punctuation etc.
Uses APA style No spelling, grammar or punctuation errors
Uses APA style; Has one spelling, grammar or punctuation error
Does not use APA style; Has 2 to 4 spelling, grammar or punctuation errors
Does not use APA style; Has more than four spelling, grammar and/or punctuation errors
*Total points for each weekly posting will be scaled down to a maximum of 4 points
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Grading:
A 90 - 100%
B 80 - 89%
C 70 - 79%
D 60 - 69%
F below 60%
Mid-term Progress Report:
The mid-term grade in this course, which will be issued on March 3, reflects approximately 50% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term, which occurs on March 6. Instructions for withdrawing are provided at this link.
The last day to withdraw without academic accountability is Oct 9, 2015. Grade will be W.
Assignments
EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Weekly Prompts for Postings
Aug 17 1 Educational Testing &
Assessment
Discuss 2-3 testing-
assessment-related issues in
this chapter that have
relevance to testing and
assessment in Georgia
schools. Are concepts of
Differentiated Instruction and
Differentiated Assessments
feasible in Georgia
Classrooms?
Aug 24 2 The Role of Measurement &
Assessment in Teaching
Distinguish between tests,
measurement and assessment;
formative and summative
evaluation. Can schools do
without either formative or
summative assessments? Why
or why not?
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EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Weekly Prompts for Postings
Aug 31 3 Instructional Goals and
Objectives Foundation for
Assessment
“Begin with the end in mind.”
Do you agree with this
statement with regard to
classroom instruction? How
does The Taxonomy of
Educational Objectives help
you create an effective unit of
instruction as well as a
test/assessment to measure
how effective the instruction
was?
Sep 7 4 Validity Why is test validity so
important in testing? What
type of validity would be most
important for a test like
CRCT? Search the GA DOE
website and provide evidence
of CRCT validity for the
purposes for which it is used.
Sep 14 5 Reliability and Other Desired
Characteristics
What type of reliability is
reported for CRCT? If you
were making a test for your
class in your subject area,
what type of reliability will be
most important to you?
Sep 21 6 Planning Classroom Tests and
Assessments
Sep 28 7
Constructing Objective Test
Items: Simple forms
How does The Taxonomy of
Educational Objectives help
you create an effective test
blue print or table of
specifications? Choose an
instructional unit, create a
table of specification for
making a test to assess how
well students attain the
objectives. For what type(s) of
test did you build your test of
specification or can it be used
in planning for all types of
tests?
Is it true that objective tests
only measure memorization?
How does the use of Test
Constructing Objective Test
Items Multiple-Choice Forms
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EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Weekly Prompts for Postings
Blueprint help you avoid the
disadvantages of objective
tests?
Oct 5
8 Measuring Complex
Achievement: The Interpretive
Exercise
Distinguish among
interpretive, objective and
essay questions. Are they
mutually exclusive? For what
type of purpose is each type of
test best suited?
Measuring Complex
Achievement: Essay Questions –
types and scoring
Oct 10-13 9 SPRING BREAK
Oct 19 10 Measuring Complex
Achievement: Performance-
Based Assessments
What are the advantages and
disadvantages of
performance-based tests?
How do scoring rubrics or
rating scales help overcome
the disadvantages of
performance tests?
Assessment Procedures:
observational Techniques, Peer
Appraisal, and Self-Report
Are peer-appraisal and self-
report appropriate forms of
student assessment? How and
when can they be used to
provide useful assessment
data?
Oct 26 11 Portfolios How can portfolio assessment
be used to enhance overall
student assessment? How do
you ensure that the portfolio is
not “just another folder” or
catalog of items?
Nov 2 12 Assembling, administering, and
Appraising Classroom Tests and
assessments
a. How can item analysis
help in test
construction, item
bank development,
student feedback and
adjustment of
instruction? Choose a
test you administered
to you class and item-
analyze the test. Do
you consider it an
effective
test/assessment?
Support your
conclusion with
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EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Weekly Prompts for Postings
evidence from the item
analysis.
b. Why is proctoring a
test important? How
can you reduce
cheating on a test?
Nov 9 13 Grading and Reporting Why do we grade? How do
we grade in a differentiated
classroom? How do you show
a parent, at a parent-teacher
conference, that his/her child
earned the grade he/she is
contesting?
Nov 16 14 Achievement Tests
Distinguish between
achievement and aptitude tests
in terms of their purposes,
characteristics, and uses. How
do they differ from teacher
made tests? Why do colleges
ask for HS GPA as well as
SAT or ACT for college
admission?
Aptitude Tests
Nov 23 15 Test Selection, Administration,
and Use
Indicate criteria to use to
investigate the
appropriateness of a test that
your school system plans to
buy to replace end of course
test in mathematics and
Biology. Justify each criterion
and sources of information for
your evaluation.
Nov 30 16 Interpreting Test Scores and
Norms
Write an explanation of a
student’s percentile rank and
scale score to him and his
parents.
Dec 7 17 Thirty-six Tips to Support
Colleagues as They Move
towards Successful Practices for
Differentiated Classrooms
Discuss 3 ways that concepts
you learned in this class can
help you as a teacher leader in
your grade level team, subject
leader, instructional coach,
mentor, school improvement
team, or professional learning
community.
12
EDUC 6040 WEEKLY COURSE OUTLINE: FALL 2015 Date Week Topic Weekly Prompts for Postings
Dec 8-14 18 Final Examination Week
Papers/Activities:
I. Often one hears that tests are awful, cause anxiety in both students and teachers, take up valuable class time, are not fair to some students or groups of students, make teachers teach to the test, and on and on. After reading Chapters 1-5 of Miller, Linn and Gronlund and Chapters 1-3 of Womeli, defend the role and purpose of testing and assessment in schools. Do you agree with the authorities in Georgia that prosecuted former superintendent of Atlanta Public Schools, some principals and teachers, for allegedly encouraging cheating or helping students cheat on CRCT? Defend your stand in view of what you have learned so far about measurement and assessments in education. [Due September 21, 2015]
II. Choose a colleague in your subject or grade level team to observe. Create an observational tool (e.g. a checklist or a rating scale); hold a pre-observation meeting/conference with your colleague to give him or her an opportunity to share his/her lesson plan and how she plans to implement it. Find out if there are any areas he/she wants you to pay particular attention to with the goal of helping him/her to improve his/her practice. Observe your colleagues and then conduct a post-observation meeting/conference where you provide him/her constructive and reflective feedback on his/her practice. Document this experience, include what you learned, how your colleague received your feedback and what he/she said he/she learned from the whole experience. [Due October 19, 2015]
III. Using your school’s (grade level, or subject) Spring 2013 results on CRCT, EOCT or Spring 2014 Milestone assessments, make and defend a case for the development of a school (grade level or subject specific) improvement plan. Select and indicate the grade level(s) and/or subject(s) of interest. Use your knowledge of testing and assessment from this class, especially knowledge of test interpretation, to justify your viewpoint. [Due November 9, 2015]
IV. Write a letter to the parents of your students to explain your grading philosophy.
Include a justification of various types and sources of evidence you use to monitor
and evaluate student mastery of objectives; an explanation of how you combine data
from those various assessment tools to provide credible and defensible evidence of
student mastery of stated objectives. [Due Dec 7, 2015]
Last day to withdraw without academic penalty: October 9, 2015.
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Course Policies:
General Policy Students must abide by policies in the Clayton State Graduate Catalog, http://www.clayton.edu/Portals/1/catalog/graduate/grad-catalog201314.pdf
University Attendance Policy Students are expected to attend and participate in every class meeting. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.
Course Attendance/Presence Policy Attendance is expected for all class periods. Students must post their weekly responses to weekly prompts on Monday of each week. Any absence or inability to post must be accompanied by a written excuse from a doctor or other competent authority.
Missed Work Without a valid excuse, a grade of zero points will be assigned for the missed work. If a valid excuse is provided:
The highest 12 of 15 posting scores will be used to calculate the course grade. The missed posting will be counted as one of the excluded postings.
There are NO make-up assignments for the four papers/activities, except where prior university approved activity caused student not to complete work. Students who fail to complete and submit two or more of these papers, for unavoidable reasons should contact the instructor concerning the applicability of an Incomplete grade.
Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Student Life/Judicial Affairs. Judicial procedures are described beginning on page 14 of the Student Resource Handbook (Procedures for Adjudicating Alleged Academic Conduct Infractions
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Disruption of Online Learning Environment Behavior which disrupts the teaching–learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, discourteous and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. A more detailed description of examples of disruptive behavior and appeal procedures is provided at:
http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf Writing Assistance The Writers’ Studio 224 is located in the A&S building, room 224. There you can talk with trained writing consultants about your writing projects. They are available to work with you at any stage of your paper, from generating ideas to organizing your paper to understanding how to format it correctly. The service is free; you may drop in and wait for a consultant or sign up for a regular appointment. But remember: you, not your consultant, are ultimately responsible for the quality and content of the papers you submit. Aside from meeting with consultants one-with-one, you can also participate in consultant-led writing workshops. In these workshops, consultants will guide you in discussions and activities important to academic writing topics. Consultants and student-writers will collaborate on ways to apply writing concepts and strategies to specific writing situations. You will be identify, analyze, integrate, and synthesize writing principles through a series of writing exercises. Remember that we are here to collaborate with you as you develop your own experiences as a student-writer.
http://www.clayton.edu/arts-sciences/english/writersstudio Other Policies This syllabus may be modified during the semester if necessary.
WCN/Aug 2, 2015
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