Department
of Education
EDU 415: Tests and Measurement
Spring 2008
Instructor:
Dr. Allyson
A. Sesay Phone:
(919)
546-8540
Office: Rm. 317 TOS Email
Address: asesay@shawu.edu Office Hours: By
Appointment.
.
Conceptual Framework Theme
The theme/purpose of the conceptual framework undergirding the Department of Education’s programs is: to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.
Department of Education
The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum (K-12)
Program, effective in fall 2006.]
Department of Education Goals
The goals of the Department of Education are:
1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;
4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;
5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;
6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and
7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.
NOTE: The mission
statement and goals of the Department of Education are aligned with the mission
statement and goals of each of its programs.
Required Texts
Linn, R. & Miller, D. (2004). Measurement and Assessment in Teaching (9th.
Ed.).
LiveText (required)
* Additional readings may be assigned in class.
General Course Description
This course is an
examination of the principles and concepts of tests and measurements as they
relate to teacher performance in the public school setting. Topics include test
bias, validity and reliability of testing instruments; the administration,
interpretation, and utilization of information collected from standardized and
non-standardized instruments; the development of criterion-referenced and teacher
made-tests; and the communication of tests results to students, parents, and
other groups. The course
is WEB enhanced.
Student Learning Outcomes
After successful
completion of this course, the student will be able to:
NCDPI/NCATE Standards and Indicators
Core Standards
1.1: Teachers have a broad knowledge of content
1.4: Teachers understand the ways in which their teaching area connects to the broad curriculum
2.1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the student they teach.
4.1: Teachers lead in their classrooms.
4.2: Teachers lead in the school.
4.3: Teachers lead in advocating for schools and children.
4.4: Teachers function effectively in a complex, dynamic environment.
4.5: Teachers meet high ethical standards of practice.
4.6: Teachers support the teaching profession.
5.1: Teachers analyze the results of teaching.
5.2: Teachers collaborate with their colleagues.
5.3: Teachers use research in their classrooms
Diversity Standards
1.1: Teachers select, evaluate and incorporate unbiased instructional materials
1.2: Teachers use multiple strategies to address the needs of individual learners
1.4: Teachers use a variety of assessment procedures
4.1: Teachers become knowledgeable of diverse cultures and encourage
families to share the richness of their backgrounds.
4.3: Teachers promote appreciation and respect for diversity by rejecting the
use of stereotypes
5.1: Teachers become strong advocates for educational equity
5.2: Teachers are proactive and deliberate in promoting and fostering respect
among students
Technology Standards
3.3: Teachers apply technology to develop students’ higher order skills and
creativity.
5.3: Teachers apply technology to increase productivity
6.1: Teachers model and teach legal and ethical practice related to technology use.
B-K Standards
7.1: B-K professionals accommodate individual learning styles, needs, and interests of ALL young children.
8.1 Create an environment that is reflective of the children in the classroom setting that honors diversity.
8.2 Integrate cultural diversity and an anti-bias perspective throughout all instructional activities.
10.2 Respect confidentiality and informed consent.
Elementary Education Standards
14.3: Teachers guide students in developing rational solutions to controversial problems.
14.5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.
English Education Standards
3.2: Teachers understand the importance of teaching grammar and usage in context.
11.1: Teachers incorporate diverse resources in context to connect global ideas to student experiences.
11.2: Teachers respect students’ native languages in their relation to the conventions of Standard English.
11.3: Teachers enhance students’ understanding of themselves and others to establish classroom cultures of mutual respect.
Mathematics Education Standards
3.3: Teachers demonstrate an ability to analyze tables and graphs to
identify properties and relationships.
5.1: Build new mathematical knowledge through problem solving.
5.2: Solve problems that arise in mathematics and in other contexts.
7.!: Teachers use varied strategies, including problem-based learning,
inquiry, investigations, direct instruction, exposition.
7.4: Knowledgeable about and sensitive toward various
teaching/learning styles.
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Course Assignments
This course engages students with the practical application and appreciation of diverse educational assessment and evaluation procedures. Classroom discussion begins with the most fundamental concepts and progresses in a logical fashion through basic issues related to testing to standardized assessment and evaluation instruments. All assignments should be submitted in Livetext. Hard copies of all assignments should also be submitted. Graded items should be placed in a portfolio.
Student performance will be
evaluated by a combination of a number assessments including
the following:
1. Reading
Assignments. The textbooks have been selected to provide
background/content knowledge in area of tests and measurement in education, and
in the ways to use research and evaluation to improve teaching and learning. You are expected to read and conduct
research. Specific assignments to augment your learning experiences will be
announced in class. (Core
1.1, 1.4, 2.1, 5.1, 5.2, 5.3; Diversity 1.1, 1.4, 5.1; Technology 5.3).
2. Journal Article Analysis. Read and copy one educational journal article related to
your research interest. Write a two page (double-spaced and typed) reaction
paper on the overall quality of the research with focus on the statistical procedures section. Your
paper should include a copy of the
article. You should be prepared to discuss your article during the next class (Core 1.1, 1.4, 2.1, 5.1, 5.2, 5.3;
Diversity 1.1, 1.4, 5.1; Technology 5.3).
Write your paper
according to the following format:
a. Title of Article
b. Author
c. Journal
d. Summary of the Article
f. Overview of the research Quality
g. The Statistical Procedures
h. Implications of the Research for Practice
3.
Technology Competence. Demonstrate
competence in the following areas:
A.
Web
Search: Find a published test in your
area and critically evaluate it (Core 1.1, 1.4, 2.1, 5.1, 5.2, 5.3; Diversity 1.1, 1.4, 5.1;
Technology 5.3).
4.
Teacher-Made Tests. The six
examinations (including the final/summative evaluation) for this course will
cover the materials from the text, handouts and class discussions. (Core 1.1, 1.4, 2.1, 5.1, 5.2, 5.3;
Diversity 1.1, 1.4, 5.1; Technology 5.3).
5. Test
Construction Project. Construct 20 multiple/choice questions from
your assigned chapter, and indicate the learning outcome measured by each item.
(Core 1.1, 1.4, 2.1, 5.1, 5.2,
5.3; Diversity 1.1, 1.4, 5.1; Technology 5.3).
6. Library
Component. The
Director of the Curriculum and
(CMC) will make a presentation to the class
on “Research resources” to help you
with your library skills. The
presentation will include:
· How to write using the APA style (Publication Manual of the American Psychological Association, 6th Ed.)
· How to use the database to locate research sources
·
How to locate sources in the
· Printout of Web sites on tips on doing writing assignment
· Tips on how to use Microsoft Words, PowerPoint and others.
To provide feedback on this library component, students will be asked to complete an evaluation form.
· Locate one educational assessment. Write a brief description on the assessment used. Bring the assessment material for class discussion (Core 1.1, 1.4, 2.1, 5.1, 5.2, 5.3; Diversity 1.1, 1.4, 5.1; Technology 5.3).
………………………………………………………………………………………………
All written assignments must be typed, double-spaced using a 12 –point font. Assignments should include a cover page with the student’s name, date, assignment title, course number, and semester. Each assignment should be proofread and free of grammatical errors. All assignments should be submitted in Livetext, and hard copies should also be submitted to the instructor. Common rubrics, stored in Livetext will be used to assess each assignment. Assessed work products will be sent to students via LiveText. Place all graded works in portfolio.
|
Date |
Topic |
Class activity/Assignment Due |
|
|
Week 1 Jan. 9-15 |
Introduction and Housekeeping Tasks - Overview of the Syllabus/emphasis on class attendance policy. Focus on the Department’s Conceptual Framework with special emphasis on the importance of professional disposition. |
Discussion of key elements of Chapter 1. Assignment: Read Chapter 1 in detail and make notes using the lecture notes provided as a guide. |
|
|
Week 2 Jan. 16-23 |
Educational Testing and Assessment: Context, Issues, and Trends |
Discussion on different assessment strategies. |
|
|
|
|
Exam #.1. Read Chapter 2. |
|
|
Week 3 Jan.24-31 |
The Role of Measurement and Assessment in Teaching. |
Feedback/Review of Exam #.1. Group discussion – hot issues in testing. Read Chapter 3 Last day to add/drop is JAN. 27 |
|
|
Week 4 Feb. 1-8 |
Instructional goals and objectives: foundations for assessment |
Exam #.2. Exercises on Instructional objectives. Read Chapter 4. |
|
|
Week 5 Feb.9-14 |
Validity |
Feedback/Review of Exam #.2; Exercises on test validity. Read Chapter 5. |
|
|
Week 6 Feb. 15-21 |
Reliability; Practicability and other desired characteristics |
Exercises on determining test reliability. Read Chapter 6. |
|
|
Week 7 Feb.22-29 |
Classroom Tests and Assessment: Planning Classroom Tests and Assessments. |
Exam #.3. Exercises on test
construction.. .Read Chapter 7 |
|
|
Week 8 March 1-7 |
Constructing objective test questions: Simple forms |
Feedback/Review of Exam #.3; Exercises on test construction. Read Chapter 8. Mid-Semester Progress Report Due Mar.4-6. |
|
|
Week 9 March 8-14 |
Constructing objective test questions: Multiple-choice |
Exam #.4.Discussion on different types of tests and assessment. Read Ch.9. |
|
|
Week 10 March 15-20 March 21-30 |
Measuring complex achievement: The interpretive exercise. |
Exercises on test construction. Read Chapters 10, 11
& 12 Note: March 21 is last
day to withdraw from course. Grade of “W” applies. Exam #.5 |
|
|
March 21-30 |
Easter and Spring Break |
|
|
|
Week 11 March 31-April 6 |
Measuring complex achievement: Essay questions. Measuring complex achievement: Performance-Based Assessments; Portfolios |
Discussion on the use of electronic portfolios; The pre-candidacy portfolio. Read
Chapter 15 |
|
|
Weeks 12 &13 April 7-13; 14-21 |
Grading and reporting Achievement tests; |
Exercises on test construction and administration and reporting of results/feedback. . |
|
|
Weeks 14 22-29 |
Review |
Question and answer sessions on course contents. A summative evaluation of the course contents. |
|
|
April 30-May2 |
Final Exams for Prospective
Graduates |
May 2 is last day of classes and last day to remove fall 2007 incompletes. |
|
|
May 5-8 |
Final Exams for Non-Graduating
Students |
|
|
Note: The above
schedule of activities may be adjusted as circumstance(s) may dictate.
Course Evaluation
Grading. Grading will be on a 100-point scale: 100-90 =A (Target); 89-80 = B (Acceptable);
79-70 = C (Acceptable); 69-60 = D (Unacceptable); and Below 60 = F failing
(Unacceptable). Common rubrics to assess
performance on assignments will be used.
Performance at target, acceptable, and unacceptable levels will be
assessed for all assignments.
Weights for assessing
course grade:
30% - Final Exam
30% - Formative Exams (5)
30% - Assignments
10% - Class Participation/Discussions
The class textbook
will be supplemented with materials from other sources, including books and
journals. Students are encouraged to
consult professional journals including the following resources.
American
Psychological Association. (2001). Publication Manual of the American
Psychological Association, (5th ed.),
Ferguson, George A. (1989). Nonparametric Trend Analysis. Books on Demand
Keppel, G. & Zedeck, S. Data Analysis for Research Designs.
Runyon, R., Haber, A., Coleman, K. A. (1994). Behavioral Statistics: The Core.
McGraw-Hill Higher
Sampath, S. (2002). Sampling Theory and Methods. CRC Press LLC.
Sudman, S. & Bradburn, N. M. (2000). Asking Questions: A Practical Guide to Questionnaire Design.
Sutor, D. C. & White D. B. (2001). Nonparametric Statistics. Addison-Wesley Longman, Inc.
Tokunaga, H. & Keppel, G. (2000). Basic
Introduction to Statistics for the Behavioral Sciences. Freeman & Co.
Witte, J. (2002).
Statistics.
American
Psychologist
American
Educational Research Journal
Black Issues in
Higher Education
Bulletin of the
National Association of Secondary School
Principals
(NASSP)
Encyclopedia of Educational Research
Educational Leadership
Journal of Education Finance
Journal of
Educational Psychology
Journal of
Educational Research
Journal of Experimental Educational Training Program
Journal of School
Psychology
Phi Delta Kappan
Psychological
Review
Review of
Educational Research
School Board
Journal
Multicultural
Review
APA Website (http.
//www.uwsp.edu/psych/apa4b.htm)
Relevant internet
sources (e.g. www.schoolreport.com)
Department of Public
Instruction (www.ncpublicschools.gov)
U. S. Department of
Education Home Page (http://www.ed.gov/)
The class attendance
policy of the University is as follows:
Students are allowed as many unexcused absences as the number of times the course meets per week. For example, in a three-credit hour course that meets three times per week, the student will be allowed three unexcused absences per semester; if the class meets twice per week, the student will be allowed two unexcused absences per semester.
Students are
required to utilize graduate research skills (knowledge in data collection and
application) to develop and present information. Grades will be determined on the basis of
test grades, contributions made during class periods, other assigned work, and
any individual work agreed upon by a student and the instructor. The evaluation and grade scales below will be
utilized. Class attendance is
expected. An optional laboratory will be
held on Saturday afternoon, when needed.
The following
expectations are held:
To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i.e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress). Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.
Each behavior construed by the teacher/professor as non-contributive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member should retain a copy for his/her own records. Additional student behavior codes may be found in Student Affairs.
Equal educational opportunity is provided to students with special needs due to disability. Please notify the instructor if reasonable accommodation is needed to meet the requirements for this course.