St. Gregory’s University Syllabus

Fall Semester 2000

ED4132 Educational Evaluation

Instructor: Paige Harder, M.Ed.

Course Description: (from SGU 2000-2001 Catalog) Assessment of learning is necessary information in the educational setting. This course provides practical understanding and application of issues, theory, and uses of educational evaluation and assessment; criteria, construction and evaluation of teacher-designed tests; elementary statistical concepts; values and limitations of tests; a survey of individual and group tests and assessment techniques used to measure general abilities, aptitudes, interests and personality characteristics of learners; and teacher evaluation techniques. Meant to be taken concurrently with student teaching. Prerequisites: Admission to Teacher Education and senior status, or permission from instructor.

Mission Statement: This course is one of the final courses before full certification of teacher candidates. Students will apply knowledge about planning instruction, teaching, and then merge with knowledge and information about evaluation learners and their learning. Reflection on daily application of evaluation in student teaching and on issues of student evaluation will help implement the teacher candidate in becoming a Reflective Practitioner.

Instructor's Statement:

Objectives: Course objectives, activities in class to achieve objectives, assessment (Paige, you will have to add these. The first objective is an example of how al three are included in different type). By the end of the semester the teacher candidate will be able to:

  1. List and describe the uses, purposes, and practices of classroom evaluation. Create a list in class from personal k-12 school experiences and college evaluation experiences. Exam 1, classroom participation, reflective paper introduction and reflection.

  2. Define measurement and distinguish between types of measures, interpretations and uses of tests. Xxxxxxx.

  3. Identify current social, legal, and ethical issues in measurement Xxxxxxx.

  4. Write, analyze and apply behavioral objectives in the cognitive, affective, psychomotor domains. Xxxxxxx.

  5. Understand and use commonly accepted guidelines for construction and administration of teacher-made classroom tests. Xxxxxxx.

  6. Analyze a test blueprint including cognitive higher and lower question specifications for an examination. Xxxxxxx.

  7. Define and apply validity and reliability. Xxxxxxx.

  8. Identify the steps and guidelines in writing teacher-made tests and varying types of test items. Xxxxxxx.

  9. Identify appropriate practices in administering tests to establish routine procedures. Xxxxxxx.

  10. Identify appropriate practices in analyzing and applying test results including calculating item difficulty and item discrimination. Xxxxxxx.

  11. Identify computer technology applications for scoring tests (SCANTRON) and item analysis. Xxxxxxx.

  12. Develop and use varying methods of student evaluation, grading, and grade computation. Xxxxxxx.

  13. Distinguish between norm-referenced and criterion-referenced tests. Xxxxxxx.

  14. Define and apply portfolio assessment. Xxxxxxx.

  15. Develop several appropriate evaluation designs for measuring student achievement, each design representing a different style of learning. Xxxxxxx.

  16. Assign grades and average grades. Xxxxxxx.

  17. Use grades to evaluate student progress. Xxxxxxx.

  18. Keep a record book and average grades and identify applicable computer technology applications. Xxxxxxx.

  19. Calculate basic statistics to interpret the resulting scores. Xxxxxxx.

  20. Identify relevant factors in conferencing with parents regarding the performance of their children. Xxxxxxx.

  21. List and define standardized testing terminology, discuss issues of standardized tests, and be able to interpret the results of standardized tests. Xxxxxxx.

  22. Identify sources of information on standardized tests. Xxxxxxx.

  23. Contrast teacher-made tests with standardized tests. Xxxxxxx.

  24. Identify potential problems in the use of standardized testing. Xxxxxxx.

  25. Explain and apply results of a standardized test. Xxxxxxx.

  26. Discuss issues related to testing, including discrimination, test bias, testability, labeling and current issues. Xxxxxxx.

  27. Identify issues related to school finance, Americans With Disabilities Act, cultural differences, multiple intelligences, cheating, subjective vs. objective testing, text anxiety and block, predictability of tests. Xxxxxxx.

  28. Plan appropriate assessment techniques to assess the OK core curriculum, PASS (Priority Academic Student Skills). Xxxxxxx.

Oklahoma Certification Competencies Achieved in This Course: By the end of the course the teacher candidate will be able to:

  1. Plan instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapts instruction based upon assessment and reflection.

  2. Understand and use a variety of strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner.

  3. Evaluate the effects of his/her choice and actions on others and modifies those actions when needed, and actively seeks opportunities for continued professional growth.

  4. Foster positive interaction with school colleagues, parents/families, and organizations in the community to actively engage them in support of students' learning and well-being.

  5. Understand the legal aspects of teaching [assessment], including the rights of students, parents/families, as well as the legal rights and responsibilities of the teacher.

  6. Understand and develop instructional strategies/plans [assessment] based on the OK core curriculum.

  7. Understand the State teacher evaluation process, "Oklahoma Criteria for Effective Teaching Performance," and how to incorporate these criteria in designing instructional [and assessment] strategies.

  8. Use effective technology tools in assessment.

  9. Relate principle and theories [of assessment] to actual practice, showing evidence of the Reflective Practitioner framework and the role of a life of balance.

Textbook: Kellough and Kellough, Secondary School Teaching: A Guide to Methods and Resources, Planning for Competence, Prentice Hall, New Jersey, 1999. ISBN: 0-13-618059-0

Supplies: xxxx

Resources/References/Selected Bibliography:

Course Requirements:

  1. Attendance is required. Three (3) contact hours of absences will reflect a letter grade reduction. Please discuss each absence with me in relation to consequences and plans for makeup. You may wish to save absences for illness or emergencies.
  2. Take exams.
  3. Write 2 reflective papers.
  4. xxxxxx

Beginning and Ending Assessment: Will you do any beginning assessment to determine knowledge and skill level of students? How will use this information?

Assessment Technique

Points

1. Exams – 2@100 points each

200

2. Reflective writing - summaries and reflective analyses

of current research or issues selected from: 2@100

a. Standardized tests

  1. b. Teacher assessment

c. Portfolio assessment

d. Assessing multiple intelligences

e. Cultural bias of tests

f. Testing students with learning disabilities

200
  1. Application demonstration 1@200 points

    2. a. Small group explorations of issues related to course

    topics, or

    b. Written review of current literature

200
  • Integrative exercises – 2@100 points Required portfolio development
    1. Test analysis or case studies evidencing development of a personal

      2. philosophy of education

    2. Leadership of class discussion

    200

    Grading Rubrics for Reflective Papers:

    Grade

    Components (20%)

    Structure/Grammar/

    Spelling (20%)

    Content (60%)

    A

    All components are presented clearly.

    Paper cites 3 references. The theme is clearly stated. A summary is included. A reflection on personal experience and professional goals is included. The paper is 700-1000 words in length.

    No sentence, grammar or spelling errors; variety in sentence; style is interesting, compelling, unique.

    Accurate content; exceptional insights or critique of the topic; creativity in the topic presentation; thorough coverage of the topic.

    B

    All components are presented but some are difficult to find.

    Few sentence or spelling errors, some minor grammar errors; some variety; style is interesting.

    Good insights; thorough coverage of topic.

    C

    Components are presented but hard to locate.

    Some sentence and grammar errors; little variation in sentence construction; adequate structure.

    Insights or critique needs more attention; topic is presented adequately.

    D

    Components are incomplete.

    Errors are disruptive to coherent reading.

    Insights not acceptable; topic is presented in incomplete or inadequate form.

     

    Instructor and University Policies:

    Attendance, selection of assignments or topics, alternative assignments, ADA and accommodations (in catalog), plagiarism, withdrawal, make-up work for absences, approved absence policy???, re-take and re-write policy on exams and written assignments, late assignments, food/drink/gum policy, dress code?

    Course Outline:

    Date

    Activity

    Preparation

    Monday, Aug. 28

     

     

    Sept. 4

     

     

    Sept. 11

     

     

    Sept. 18

     

     

    Sept. 25

     

     

    Oct. 2

     

     

    Oct. 9

     

     

    Oct. 16

    Mid-Term Exam - Mid-Term Grades due Oct. 17

     

    Oct. 23

     

     

    Oct. 30

     

     

    Nov. 6

     

     

    Nov. 13

     

     

    Nov. 20

     

     

    Nov. 27

     

     

    Dec. 4

     

     

    Dec. 11

    Final Exam - Final Grades due Dec. 15

     

    Methods of Instruction: select appropriate ones

    Role Playing Field experiences

    Seminars Interviews

    Lecture Projects

    Discussion Writing Papers

    Games and simulations Research

    Case studies Take home exams

    AV presentations Programmed instruction

    Structured observations Field trips

    Laboratory experiments Experiments outside class

    Demonstration Tutoring

    Small group discussion Reading

    Panel presentation Conferences/workshops