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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

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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

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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

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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

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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.

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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