 Terence
W. Cavanaugh Ph. D. |
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EDF 6442 - Assessment in the Curriculum
Syllabus Time/Location: Mon-Wed,
12:30-4: Instructor: Terence Cavanaugh, Ph.D. Contact: tcavanau@unf.edu, Course web site: http://blackboard.unf.edu Course Description: An in-depth study in the application of principles and methods of assessment. Focus on alignment of the curriculum, instructional methods, and evaluation; construction, administration, and interpretation of measurement instruments; research on published standardized tests; and utilization of technology. Course MaterialsPrograms: MS Excel, Internet browser, Blackboard access Books:
Pre-professional: The teacher
collects and uses data gathered from a variety of sources. These sources
include both traditional and alternate assessment strategies. Furthermore, the
teacher can identify and match the students’ instructional plans with their
cognitive, social, linguistic, cultural, emotional, and physical needs. Professional: The teacher
continually reviews and assesses data gathered from a variety of sources. These
sources can include, but shall not be limited to, pretests, standardized tests,
portfolios, anecdotal records, case studies, subject area inventories,
cumulative records, and student services information, and develops students’
instructional plans that meet cognitive, social, linguistic, cultural,
emotional, and physical needs. Students will:
Students will
Academic Integrity In accordance with University Policies,
“In order to protect the integrity of the teaching, learning, and evaluation
process, the Assignments and Quality of
Work
·
All work MUST
be typed, with one inch margins unless instructed differently. This includes all activities and any homework
that may be assigned during the semester.
·
All work must be turned in on time. NO
work will be accepted
late. Due dates
are marked on the course schedule.
·
You are expected to read any chapters/assigned
materials PRIOR TO class.
Instructional Methodology A variety of methods and instructional activities will be incorporated
into the course. These will include, but not be limited to large and small
group discussions, cooperative learning exercises, laboratory technology
experiences, lectures, independent study and research, online activities, and
assigned textbook readings. Every effort will be made to meet the diverse needs
of learners who have different learning styles. As a student, you will be ultimately responsible to read the textbook.
The time we have together as a learning group is too valuable and short to only
"discuss the book." Although much of the content in the textbook(s)
will be incorporated into class discussions and activities, please
do not assume the instructor will simply lecture from the book. Additionally
a component of this course will involve the use of technology. It is the responsibility of each student to
access the course web site each week before class and review the material their
for this weeks class. Grades will be determined by a variety of methods including assignments, activities, tests, projects. Depending on the activity it may be either an individual or group grade (Note with each group project there is a required individual component.)
Assessments: Classroom activities Individual
Assignments: Spreadsheet Gradebook (25) Likert Assessment (10) Discussion participation (5) Annotated Bibliography (10) Portfolio -3 assessment items (30) Test creation and assessment report (20) Rubric development – alternative assessment (10) Group
Group Discussion Control (15) Group Chapter Questions (5) Group Chapter Reading Guides (5) Group Chapter Concept Maps (5) Group Abstract and Presentation on national test (25) Tests Exam 1 (25) Exam 2 (25) Individual Spreadsheet Gradebook: Create a custom gradebook using the Excel spreadsheet program. The gradebook should include values and totals for the tasks and evaluations used in your course. Likert Assessment: Create an affective assessment for your course. Construct it according to appropriate guidelines. Give the assessment to at least 5 other students and analyze it. Turn in the analysis and a copy of the assessment.
Online Discussions: Consistently you
will be given assignments/readings and asked to reflect on these with your own
ideas and practices as well as those introduced in this course. With these reflections you are required to
respond to your online colleagues’ reflections and to give them effective
feedback. Annotated Bibliography (2 alternative assessment, 2 high stakes testing, 1 future trends) from professional and public journals. The write up should contain an abstract, an outline of the article, and a paragraph reflection on its effect to you. Submit the reports electronically with links to articles if possible.
Portfolio: Students will develop a set of THREE
(3) Professional Portfolio Items which are to be associated with the Florida
Teacher Accomplished Practice of Assessment.
The portfolio item should have a rationale page for inclusion of item,
which answers these two questions: 1) What? Describe what
are it that you are including and its context; 2) Why?
Why is it representation or providing documentation indicating completion of
the accomplished practice? And 3) how is it of importance to you (relating back
to the practice). While not required, following
the rationale would be the example material that you have made in the class. Test with Rubrics Projects 1) Design criterion referenced test items that includes:
·
True/False
·
Short Answer
·
Matching · Essay (develop rubric to score responses to essay items) 2) and an
alternative assessment performance task and rubric. Develop, administer, and analyze
your criterion test which uses the multiple choice/true-false/matching formats.
Because of the constraints on this classroom exercise, it will not be possible
to truly create a summative evaluation. However, realizing that you are
confined to one format and only a small number of items, pretend that you are
constructing a norm-referenced summative evaluation. Your test should contain
at least 10 items. Administer it to at least 10 people. Your report should
include: A. The standards (criteria) upon which the test is based.
B.
An
explanation of the development (what you are measuring (objectives),
population, time, who critiqued, etc.) of your instrument.
C.
Details
of your administration of the test (directions, to whom, when, timing, answer
key)
D.
A
detailed analysis which includes the following descriptive statistics: ease,
discrimination indices, frequency of responses per item, measures of central
tendency (item and test), measures of dispersion (item and test), number of
test takers, reliability coefficient. Also submit a graph. The analysis should
include a discussion of your test and what, if any, revisions you would make to
your test. The rationale for revisions (or no revisions) should be given. E. A copy of your test. F. A write up and rubric of how you would assess the criteria with a project or performance based system.
G.
This
project will be graded on adherence to good test-writing procedures/practices
and clarity/comprehensiveness of your report. The format (must be completed
appropriately using word processing and spreadsheet software) will be discussed
in class-a sample spreadsheet will be provided. Your test will be viewed as a
norm-referenced summative evaluation. When you turn your project in, please put
the "cover page" at the end of your report. Also, please don't use three-ring binders or special folders for your
report. Discussion Control: Each group will assume responsibility for maintaining a discussion for its assigned chapters. With the discussion control the group will submit to the instructor options for discussion from the chapters, from the chosen discussion topic a rubric for evaluation of participation, and a report on the evaluation of the discussion. Chapter Questions: Each group will provide a bank of questions from their assigned chapters. Each member will be responsible for creating two knowledge level questions and a higher order level question (with rubric as appropriate). The questions should use appropriate design principals. Chapter Chapter Concept Maps: The concept maps should provide direction and assistance in understanding the chapter. They should contain the main elements of each chapter, subtopics, and links. Summary and Presentation/Published
Standardized Test: This
project will involve selecting, investigating, and reporting on a specific
standardized test, e.g., Comprehensive Test of Basic Skills, Cooperative
Preschool Inventory, Scholastic Aptitude Test, Stanford Diagnostic Reading
Test. You are free to focus your report on a specific aspect of the test (e.g.,
reading) or on specific age groups (e.g., fifth graders). The most
comprehensive information will be in a volume of Mental Measurements Yearbook
or Test Critiques, but you should also use three other references including
material by the test publisher. The presentations are intended for you to teach
others about the published test you researched. Presentations are to be done
using PowerPoint. The expanded abstract should be written in APA Style and
provide the following information:
A.
Rationale:
What the test is all about.
B.
Description
of the test.
C.
Purposes
for which the test is appropriate.
D.
Development
of the test and its items.
E.
Directions
for administration.
F.
Directions
for scoring.
G.
Reliability
and validity data.
H.
Information
about norms.
I.
Interpretation of the test.
J.
Profiles.
K.
List
of references. This information should not only be
derived from the test publisher, but also from literature reviews and critiques
from "disinterested" parties. References should include research
studies conducted on the instrument itself, e.g., validation studies. This report will be judged on
accuracy of content and comprehensiveness. Exams/Tests: These tests will focus on statistics and related material from the textbook and lecturers. You will be able to use a computer spreadsheet on test or you may use a calculator. There will be two (2) exams covering all readings,
assignments, lectures, and activities covered prior to each exam. The two exams
will be based on the information presented by the instructor(s) and/or through
class readings and discussions. Make-up exams are NOT allowed unless prior
permission is received. Such permission will given at
the discretion of the instructor.
Make-ups are scheduled at the instructor's convenience and may contain
different questions than the original exam. Examinations may consist of
multiple choice, matching, and/or short answer
questions.
Educational Standards and Testing: http://dir.yahoo.com/Education/Standards_and_Testing/ ERIC Clearinghouse on Assessment and Evaluation:
http://www.ericae.net/ Florida Department of Education Student Assessment Services
Section (SASS) Florida Teacher Certification Examination (FTCE) FTCE Home Page: http://www.firn.edu/doe/sas/ftcehome.htm Statistics: http://www.firn.edu/doe/sas/sasshome.htm The Keirsey Temperament Sorter: http://keirsey.com/cgi-bin/keirsey/newkts.cgi Proposed schedule for EDF 6442. As the course progresses this schedule may be
modified.
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