Course Texts

Gronlund, Norman E. Assessment of student achievement, 6th ed., Boston: Allyn and Bacon, 1998.

Popham, W. James. Classroom assessment: What teachers need to know, 3rd ed., Boston: Allyn and Bacon, 2002.
 
 

Course Description

From catalog: The course focuses on assessment as a tool in delineating needed revisions in evaluation methods and materials and on the use of evaluation results to modify future assessments, teaching strategies, and curricula. Students will work with assigned teacher to construct criterion-referenced tests based upon the North Carolina Standard Course of Study and will administer, score, and complete item analysis of the results.

Prerequisite: Formal admission to the Teacher Education Program.

This course is designed to introduce the student to the elements of measurement and evaluation which are essential to good teaching in multicultural and otherwise diverse settings. It is intended for prospective teachers of diverse student populations at the elementary, middle, and high school levels and presumes no prior knowledge of testing or statistics. Such topics as the following will be covered: basic statistical concepts; the role of evaluation in the teaching/learning process and in meeting public demand for accountability; the development of instructional objectives; the proper construction, use, and revision of classroom tests; the selection, use, and interpretation of commercially distributed tests; the assignment of grades for student performance; the maintenance of student performance data; and the choice or design of tests of multicultural relevance.
 

Course Objectives

The following are statements of intended learning outcomes for the EDU 3170 student:

1. Knows basic concepts and classifications used in classroom (and school/system) evaluation.
2. Understands basic concepts and classifications used in classroom (and school/system) evaluation.
3. Identifies instructional objectives.
4. States instructional objectives as intended learning outcomes.
5. Understands the technical aspects of evaluation instruments and their role in the construction, selection, administration, scoring, and interpretation of tests.
6. Applies evaluation principles within a broad cultural context.
7. Understands necessary and/or desirable accommodations to be made in testing and evaluating students with disabilities.
8. Understands principles of improving assessment for students from diverse groups.
9. Evaluates the quality of test items.
10. Constructs test items which appropriately measure stated learning outcomes.
11. Designs a classroom test complete with directions and scoring key.
12. Evaluates various grading systems.
13. Interprets pupil test data.
14. Converts test scores from one scoring system to another.
 

The course will address, where evaluation of student performance is concerned, the following State Department of Public Instruction competencies:

1.0 Demonstrates knowledge of the influence of significant political, economic, and socio-cultural forces on American education.
2.4 Identifies issues involved in providing school services for diverse cultures and special needs groups.
2.5 States essential requirements of federal and state judicial and legislative requirements for educational service to exceptional children.
2.6 States characteristics of children with special needs according to categories of exceptionalities established by North Carolina Rules and Regulations.
10.1 Classifies instructional objectives according to a recognized taxonomy.
10.3 Generates pupil performance objectives in precise and measurable terms.
10.4 Generates pupil performance objectives that address different levels of thinking.
10.6 Generates alternative strategies for attaining a particular objective.
11.0 Describes the purposes of formal and informal diagnosis in planning instruction.
11.1 Differentiates among diagnostic measures that are compatible with various instructional objectives.
22.1 Utilizes the findings of systematic classroom observation systems to analyze pupil behavior.
23.0 Demonstrates evaluation techniques appropriate to program goals.
24.0 Utilizes evaluation findings to modify instructional practice and in planning program revisions.
25.0 Demonstrates appropriate procedures for reporting evaluation results to parents and others to whom federal and state statutes grant access to such information.
28.2 Identifies, evaluates, and selects effective courseware using accepted evaluative criteria.
29.4 Uses the computer for Computer Managed Instruction (CMI); e.g., student enrollment, student performance, and grade reporting.
29.5 Identifies effective and various uses of the computer as a tool to support the instructional programs; e.g., word processing, data location and retrieval, and test generation.
 

Course Outline

1. Role of evaluation in teaching
1.1. Concepts and principles
1.2. Types of evaluation procedures
1.3. Accountability issues
1.4. Current state assessments

2. Developing statements of intended learning outcomes
2.1. General outcomes
2.2. Specific learning outcomes
2.3. NC state competencies (SCS)

3. Planning and developing a classroom test
3.1. Purposes
3.2. Test specifications
3.3. Types of items
3.4. Item development
3.4.1. Preparing selected-response items
3.4.2. Preparing constructed-response items
3.4.3. Evaluating constructed responses
3.5. Test assembly
3.6. Other steps in test development
3.6.1. Reliability and validity issues
3.6.2. Eliminating bias, stereotyping, and insensitivity
3.6.3. Item analysis

4. Performance/authentic/alternative assessment

5. Technical aspects of student performance assessment
5.1. Assignment of grades
5.2. Maintenance of student performance data
5.3. Descriptive statistics in reporting student data
5.4. Interpretation of standardized scores and norms
 

Schedule of Topics/Activities (by Week)

Week 1     Presentation of syllabus; Expectations, objectives, course content, etc.; Introduction to the study of measurement and evaluation of student performance

Week 2     Issues of accountability in education; National, state, and local educational assessment issues  {Specifications for Position Paper; Packs 1-2}

Week 3     Achievement testing; Types of evaluation; Types of testing according to purpose; Steps in planning a test; Developing outcome statements; Taxonomy of cognitive objectives

Week 4     Reviewing and revising outcome statements; Test specifications; Building a test blueprint; Practice quiz (tentative)**Due date for Position Paper {Specifications for Project/Field Experience}

Week 5     Item sampling; Improving item functioning; Technical aspects of test development (all except bias); Review/plan for Test 1

Week 6     Test 1; Bias, insensitivity, and stereotyping in testing {Packet 3}

Week 7     Test feedback; Bias, insensitivity, and stereotyping in testing (continued); Validity and reliability

Week 8     Categories of items by format; The multiple choice item; Constructing quality multiple choice items; Guidelines; Critique and revision of poorly-constructed MC items

Week 9     Constructing items measuring higher order outcomes; Constructing MC for early grades; Constructing good distracters for math MC items

SPRING BREAK

Week 10    Improving assessments through item analysis; Test assembly, format, and administration; Review/plan for test 2

Week 11    Test 2; The true/false or two-option item; Guidelines

Week 12    Test feedback; The matching exercise; Guidelines; The interpretive exercise; Guidelines; Introduction to open-ended or constructed response item  {Specs for Spreadsheet Assignment}

Week 13     Short answer and completion items; The essay item--restricted response and extended response; Scoring of essay responses; Rubrics; Practice: wholistic scoring of essay responses;  **Due date for Field Experience/Project Report

Week 14     Performance measures; Alternative methods of assessment; Grading/marking systems; Maintenance of student achievement data; Demonstration and discussion of grade spreadsheets; Review/plan for Test 3

Week 15    Test 3; Test score interpretation; Conversion of test scores from one system to another; **Spreadsheet Assignment due

Week 16    Test feedback; Basic statistical concepts;  Summary and display of set of data; Cultural/ethnic influence on test results; Review/plan for final examination

Week 17    Final Exam
 
 

Reading and Other Assignments (by Week)

Week 1     Read/study course syllabus; Popham Ch. 1

Week 2     Read/study Gronlund Ch. 1; Packs #1-2; (handout); Specs for position paper

Week 3     Read/study Gronlund Ch. 2-3; Popham Ch. 5; Study for practice quiz

Week 4     Read/study Specs for project/field experience; Due date for position paper

Week 5     Study/prepare for test

Week 6     Test 1; Read/study Popham Ch. 4; Pack #3

Week 7     Read/study Gronlund Ch. 11;  Popham Ch. 2-3

Week 8     Read/study Gronlund Ch. 4; Popham Ch 6 (MC)

Week 9     Work on project

SPRING BREAK

Week 10    Read/study Gronlund Ch. 7; Popham Ch 11; Study/prepare for test

Week 11     Test 2; Read/study Gronlund Ch. 5 (T/F), Popham Ch 6 (Binary-choice)

Week 12    Read/study Gronlund Ch. 5 (Matching, IE), Popham Ch 6 (Matching)

Week 13    Read/study Gronlund Ch. 6; Popham Ch. 7; Specs for spreadsheet assignment; Pack #4; Due date for Field Experience/Project Report

Week 14    Read/study Gronlund Ch. 8-9; Popham Ch 8, 15 (pp. 302-310); Study/prepare for test

Week 15    Test 3; Read/study Gronlund Ch. 10, Popham Ch. 13; Spreadsheet Assignment due; Deadline for all Blackboard posts

Week 16    Study/Prepare for Final Exam

Week 17    Final Exam
 
 

Course Requirements

1.   Attend class regularly, arrive on time, and participate actively. Give instructor prior notice of any necessary absence. Three tardies are equivalent to one absence, and any student with more than 4 absences in a class that meets twice a week or more than 2 in a class that meets only once a week will be dropped from the class roll. An excused absence allows work to be made up but still constitutes an absence.

2.   Read texts, handouts, and other assigned materials.

3.   Participate as member of base group in cooperative learning activities: discussion, summary, conclusion, information sharing, and support of and assistance to fellow group members.

4.   Participate in Blackboard CourseInfo online activities, such as threaded conversations in forum discussion format--focusing on various assessment issues. This is accomplished by posting minimum number of required messages and replies and necessitates having a functioning e-mail account, enrolling  in course website, and creating student page or profile.  (Send instructor an e-mail ASAP from your preferred mailbox.)

5.   Complete take-home assignments, including reflective writing, and in-class group exercises on various assessment topics.

6.   Develop brief research/position paper on current educational assessment topic, using sources from the WWW.

7.   Design and prepare an electronic grade spreadsheet using student performance data provided, and determine composite scores and letter grades.

8.   Complete review sheets of practice exercises and sample test items which are provided before tests.

9.   Perform satisfactorily on regular tests.  Do NOT miss a test.  If an absence on a test date is necessary, make arrangements to take the test prior to the scheduled date.

10.  Participate in field activity focusing on student assessment in local public or private schools.

11.  Complete term project: the plan, construction, and assembly of a classroom multiple-choice test, administration of test in a classroom, scoring of the tests, and analysis of the results. Must be submitted ON TIME.

12.  Perform satisfactorily on comprehensive final examination.
 

Student Evaluation

1. Percentage-correct scores are assigned for all work except daily. Only at the end of the semester, when a course average has been computed, is this number converted to a letter grade, according to the following scale:
 

2. The composite course average consists of the following scores and means according to the weights indicated:

20% Test average (Three tests will be administered; the lowest score over 30 will be dropped and the remaining scores will be averaged.)
25% Field experience/Term project (Specifications will be provided.)
20% Final examination (comprehensive; no exemptions)
10% Electronic grade maintenance spreadsheet assignment
10% Internet-based position/research paper
15% Daily performance/participation. Full credit is received for completion of each in-class group exercise/activity. Credit is received for each individual on-line assignment/activity according to rubric. (approximately 10% and 5%, respectively)
 
 

Resources

Airasian, P. Classroom assessment. New York: McGraw-Hill, 1994.
American Psychological Association. Standards for educational and psychological testing. Washington, D.C.: APA, 1985.
Bloom, B. et al. Taxonomy of educational outcomes: Handbook I: Cognitive domain. New York: David McKay, 1956.
Brown, F., J. Amos, and O. Mink. Statistical concepts: A basic program, 3rd ed. NY: Harper Collins, 1995.
Carey. L. Measuring and evaluating school learning. Boston: Allyn & Bacon, 1994.
Carlson, S. Creative classroom testing. Princeton, NJ: Educational Testing Service, 1985.
Ebel. R. and D. Frisbie. Essentials of educational measurement, 5th ed. Englewood Cliffs, NJ: Prentice Hall, 1991.
Gallagher, J. Classroom assessment for teachers. Upper Saddle River, NJ: Merrill, 1998.
Gronlund, N. Stating objectives for classroom instruction, 3rd ed. New York: Macmillan, 1985.
Gronlund, N. and R. Linn. Measurement and evaluation in teaching, 6th ed. New York: Macmillan, 1990.
Haladyna, T. Writing test items to evaluate higher order thinking, Boston: Allyn & Bacon, 1997.
Lyman, H. Test scores and what they mean, 5th ed. Boston: Allyn & Bacon, 1991.
McMillan, J. Classroom assessment: Principles and practice for effective instruction. Boston: Allyn & Bacon, 1997.
Mitchell, J., Ed. Tests in print III. Lincoln, Nebraska: Buros Institute of Mental Measurements, 1983.
Oosterhof, A. Classroom applications of educational measurement. Columbus, Ohio: Merrill, 1990.
Payne, D. Applied educational assessment. Belmont, CA: Wadsworth, 1997.
Sax, G. Principles of educational and psychological measurement and evaluation. Belmont, CA: Wadsworth, 1997.
Slavin, R. A practical guide to cooperative learning. Boston: Allyn & Bacon, 1994.
Sparzo, J. Preparing better teacher-made tests: A practical guide. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1990.
Stiggins, R. Student-centered classroom assessment, 2nd ed. Columbus: Merrill, 1997.
Thorndike, R.M., G. Cunningham, R. L. Thorndike, and E. Hagen. Measurement and evaluation in psychology and education, 5th ed. New York: Macmillan, 1991.
 

Attendance Policies

Absences from Class. Students are expected to be present and on time at all regular class meetings and examinations for the classes for which they are registered. Each instructor is required to drop a student from the class roll when that student has been absent from class for the number of class meetings that equals a two-week period. Students representing the University on official business which will require absences beyond the two-week period must make pre-arrangements to be absent from classes at the specific request of their University sponsor.

For classes that meet two (2) times a week, this means a student will be dropped after four (4) absences. For classes that meet only once a week, this means a student will be dropped after two (2) absences.

The calculation of absences will begin at the date that the student officially registers for the class. Withdrawal grades for non-attendance are ANW@ and ANF.@ A student who is dropped from a course after the last day to drop courses will receive a grade of ANF@ which is treated the same as AF@ in determining hours and grade points.

The student has the right to appeal the decision of the faculty member to drop him/her from the class roll as well as the assignment of the ANF@ or ANW@ grades through the Grade Appeal Policy.
 

Absences will not be designated as Aexcused@ or Aunexcused;@ therefore, administrators from Student Health Services and the Division of Student Affairs will no longer write excuses for students= absences. Extenuating circumstances will be handled on an individual basis by the Division of Academic Affairs.

Inclement weather. Because NCCU is largely a residential institution, it rarely suspends classes because of inclement weather. If the Chancellor and Provost decide to cancel selected or all classes for a day, an evening, or a designated time, a member of the University=s telecommunications unit will relate the announcement of such to the responsible personnel at the media outlets. Thus, information related to adverse weather will be announced through the campus radio station, the closed circuit cable channels on campus, network affiliated television stations in the Durham-Raleigh area, radio stations in the Durham area, and the NCCU homepage.

 

INTASC Standards

The standards used in the performance-based assessment process are those crafted by the Interstate New Teacher Assessment and Support Consortium (INTASC), a program of the Council of Chief State School Officers. The consortium consists of sate education agencies as well as institutes of higher education and national educational organizations. The group, dedicated to reform in the education, licensing, and professional development of teachers, has developed ten standards for licensing beginning teachers that are compatible with those of the National Board for Professional Teaching Standards and have been endorsed by the National Council for Accreditation of Teacher Education. These standards represent those behaviors which should be present in all teaching and reflect A...what entering teachers should know, be like, and be able to do in order to practice responsibly...@ (INTASC, 1993, p. 3). Listed below are the ten INTASC standards.

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

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.

6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goal.

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.

9. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students= learning and well-being.