Authentic and Performance Assessment in the Classroom

TED 5303

Authentic and Performance Assessment in the Classroom

Course Instructor

Arturo Olivárez, Jr., PhD

Education Building Office# 803 (This summer only)

747-5579 office

Office Hours: Online M-F 1:00-4:00 PMor by appointment

Note: I am online throughout most days and will normally get back to you on any questions within 24 hours.

Course Information

TED 5303 (3 Credit Hours)

Summer Sessions 2015

Online course with Blackboard Learning Management System

Course Description

The course is an introduction to the nature of authentic and performance assessment practices in the constructivist classroom; use of instruments, such a rubrics, portfolios and individual and group assessment-related projects. More specifically the course will emphasize the importance of authentic assessment of student learning within the educational classroom context. We will examine such topics as the historical roots of assessment, uses of evaluation tests, ethical considerations, and technical and methodological principles involved in developing and evaluating assessment materials.

Special Note

This course will be conducted as a fully onlinecourse. This course will use telecommunications technology or computer-based learning systems as its unique instruction method. There will not be classroom seat-time. This allows the student much more flexible scheduling, while maintaining online contact with the instructor. Please feel free to make questions at any time. Do make sure that you have at home an up to date system for connecting to UTEP’s Moodle Learning System.

This TED 5303 class is taught 100% in Blackboard. It provides students with permanent and continuous access to the syllabus, supplemental reading materials, e-mail, and discussion groups. You must have full access to a computer, an internet connection, and have a basic understanding of MS Word, using the internet, saving files, sending and receiving e-mail, instant messaging, and downloading and printing files. You will be required to submit all your work over the Blackboard learn system. You are strongly advise to get familiarized with the Blackboard learn system. Check with UTEP’s IT personnel for more information on their training and support sessions.

Enrollment pitfall: The assessment policy in these classes is strict. You may be required to be on-line at specified times. Online classes require good time management skills, a high degree of personal responsibility and ALWAYS turn in assessments on time.

YOU MUST CHECK MOODLE WEBSITE EVERY DAY TO ACCESS AND NOT MISS ANY IMPORTANT CLASS ANNOUNCEMENTS

Course Purpose

This is an introductory course focusing on the presentation of basic assessment concepts including the construction of measures of cognitive achievement and ability typical of educational settings. Topics include test planning, item writing, test tryout, item analysis, reliability, validity, criterion-referencing, norm-referencing, item banking, test equating, and item bias, development of various types of item format exams, and development of performance assessments. Students write items, critique items written by others, construct tests, try out and revise tests, and develop various types of assessment and to document the process of test development and the quality of these assessment tools.

College’s Conceptual Theme

The course adheres to the College of Education’s mission and vision addressing the culture of inquiry through a sustained, comprehensive, and coherent program of study with special emphasis and support for student learning and development within linguistically and culturally diverse settings. The course emphasizes the building of a knowledge base, generation and dissemination of assessment research, and its applications. All these being part of the driving force from the mission, vision, belief, ethics, and values of the College of Education at the University of Texas at El Paso. The TED 5303 course addresses representative bases for assessment in the classrooms, the crafting and application of classroom assessment concepts useful for the consumption and generation of educational research by graduate students in their efforts to become learners and producers of meaningful and authentic ways for student assessment which directly impact schools and student performance. The course provides the fundamental bases for allowing graduate students to continue on their journey of inquiry, reflection, application of basic educational assessment and measurement concepts needed for the appropriate solution and understanding of educational phenomena. Of particular importance within the conceptual framework is the overarching theme of “Proudly Shaping a Better Tomorrow.” As educators, their practice is continuously informed and molded by the many issues evolving in assessment and the varied modalities and approaches typically found within the course content allowing for the appropriate application and efficient use of these concepts which may serve across many diverse school classroom settings. As a whole, the course goal is to equip students with a wide array of assessment and grading schemes which allows them to plan, organize, implement, and execute exams at their own classrooms for the appropriate, careful, and precise assessment of student progress.

Required Software

You required the next computer software in your computer to interact efficiently in this course. If you use a computer laboratory on campus, they already have the necessary software. All the needed computer programs are free downloads and you can download them from the URLs I have provided.

• Adobe Acrobat Reader:
• Macromedia Flash Player:
• Apple Quick Timer Player:
• Microsoft Office: It is available for discounted sale at the UTEP bookstore to students.

Required Reading and Other Instructional Resources

Brookhart, S. M. & Nitko, A. J. (2007). Educational Assessment of Students (7th Ed.) Upper Saddle River, NJ: Prentice Hall/Merrill Education. ISBN-13:978-0-13-343649-5. Loose-Leaf version ISBN:0-13383026-8

Optional reading textbooks

Jensen, E. (2009). Teaching with Poverty in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2006). Classroom Assessment & Grading that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2001). Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA, Corwin Press, Inc.

Marzano, R. J. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment using the Dimensions of a Learning Model. Alexandria, VA: Association for Supervision and Curriculum Development.

Optional research documents will be made available throughout the semester, accordingly.

Student Learning Outcomes

The course’s objectives will require the student to acquire, and build upon, several new skills that will enable the individual to ascertain a degree of mastery and competence by the end of the instructional period. To that end, the course will emphasize the evaluation of mastered material by delineating targeted outcomes of performance and their respective assessment. In addition, the course will help you deepen your understanding of classroom assessment accuracy and effective use, prepare you to introduce key assessment concepts to peers, and to prepare you to plan, manage and implement sound classroom assessment practices in your school and district. The student is encouraged to visit some of the hyperlinked sites at the end of the syllabus to reinforce the concepts studied in the course. The following table provides a list of the most relevant student learning outcomes for the course.

Table 1. Student learning outcomes and assessment

Student Learning Outcomes Assessments
By the end of course, the student will be able to: / To evaluate these outcomes, the faculty member will use the following assessment procedures:
1. / Understand and apply basic theories and practices of assessment in the classroom including the validity and reliability of assessment results. / a. Chapter Exercises – Reflection Questions
b. Unit online exam
c. (Q&A sessions among classmates and instructor)
d. Participatory learning activities
e. chapter content exercises
f. application of concepts on mini-project (handouts)
2. / Understand, craft, and use a variety of classroom assessment techniques including true-false items, multiple-choice items, essay assessment tasks, higher-order thinking, and problem solving and critical thinking. / a. Chapter Exercises –Reflection Questions
b. Unit online exam
c. (Q&A sessions among classmates and instructor)
d. Participatory learning activities
e. chapter content exercises
f. application of concepts on mini-project (handouts)
3. / Demonstrate understanding of performance, portfolio, and authentic assessment typically found in classrooms including rating scales, and scoring rubrics. / a. Chapter Exercises –Reflection Questions
b. Unit online exam
c. (Q&A sessions among classmates and instructor)
d. Participatory learning activities
e. chapter content exercises
f. application of concepts on mini-project (handouts)
4. / Compare, contrast, and apply fundamental concepts in formative evaluations using diagnostic assessments to evaluate student progress. / a. Chapter Exercises –Reflection Questions
b. Unit online exam
c. (Q&A sessions among classmates and instructor)
d. Participatory learning activities
e. chapter content exercises
f. application of concepts on mini-project (handouts)
5. / Understand and apply standardized tests and their interpretation. Application and development of performance assessment concepts and examples in the classroom with aim at more authentic ways of assessing student learning. Application of scholastic aptitude, career interests, attitudes and personality test for classroom use and application. / a. Chapter Exercises –Reflection Questions
b. Unit online exam
c. (Q&A sessions among classmates and instructor)
d. Participatory learning activities
e. chapter content exercises
f. application of concepts on mini-project (handouts)
g) Individual Class project

Assignments, Evaluation Procedures, and Grading Policy

Chapter Reflective Questions (16): These will be reviewed by instructor and represent a qualitative personal experiences and/or view of key concepts or issues presented in the chapters for that week. The student and he/she will be responsible to turn in an essay form of personal stance or experience as to how the concept(s) improve your teaching or your students’ learning in your area of study (min. 500 words long and using APA style format). (Worth 25 points each. Total 400 points)

Chapter Exercises (16): The student will be responsible to answer the assigned exercises from each chapter. For this semester or summer session you are to do all odd numbered chapter exercises. If for some reason a particular item does not quite fit your current teaching status, then replace the item with an even numbered exercises for credit. (Worth 10 points each. Total 160 points)

Unit OnlineExams (4): There will be one per chapter units from the textbook to make the acquisition of new concepts more manageable. Thestudent will be responsible to take each and every one of the exams as assigned. This will be a timed exam so prepared beforehand so that you do not have to rely on notes or textbook for recall support. (Worth 100 points each. Total of 400 points)

Chapter Mini-Projects (4): These assignments will be in the form of discussion application and short-answer questions pertaining to a particular set of concepts found in the chapters cover but with an emphasis in one or two chapters. The student is to provide detail written responses that meet the established criteria for each task. The weekly modules will provide instructions as to what will be required of your for these projects and a due date for them. (Worth 25 points each. Total 100 points)

Individual Final Course Project (1): Each person will be involved in developing or crafting an assessment tool or the development of an authentic performance assessment task within their own discipline or content area. You may choose which type of assessment you would like to work on during the semester. The detailed instructions will be made accessible to you on the learning system. This assignment is designed to foster your learning about concepts learned in the class and your experiences as a classroom teacher by having you think practically and use the concepts of authentic performance assessment and to help you focus on an area of research that could lead to actual data collection and/or a master’s thesis. I advise you to follow the updates deadlines (The majority of the concepts that you will need are derived from chapter 13). (Worth total 300 points)

DO NOT WAIT UNTIL THE LAST MINUTE TO TAKE THE EXAM. THERE WILL BE NO EXTENSIONS.

Class Evaluation

Chapter Reflective Questions16 @ 2% 32%

Chapter Exercises16 @ 1%16%

Unit Online Exams 4 @ 5%20%

Chapter Mini-Projects 4 @3%12%

Final Project 1 @ 20%20%

100%

Grade Assignment

90-99.9%A (Excellence in all required course tasks)

80-89.9%B(Good performance on most course tasks)

70-79.9%C(Average performance on most course tasks)

60-69.9%D(Below average performance)

<60%F(Failure)

Online Course Instructional Method

Online learning demands students’ active work and commitment. It is the student responsibility to fully participate, thus everyone can experience complete learning opportunities from the course. The following is a list of ways that you can improve your class experience for this session.

1. Ask Questions: If you do not know the answer, someone else will. Currently the IT group is working the details for providing student support on the use of the MOODLE system. Please, when asking IT support, make sure to be as clear and concise and possible. Indicate the subject of your message. If you are having technical difficulties, please, first contact tech support at

1. Reach out to others and course etiquette: Present a fact, article, link or other item that can help others to learn something you can share.
2. Comment on Introduction and Exposition of new material using class content introduced through MS PowerPoint presentations.
3. Discuss toughly chapter material using educational and data-driven problems from textbook exercises or other relevant sources.
4. Student-led solution of similar chapter material exercises or problems with opportunities to work individually and/or collaborate in groups.
5. Question presented chapter material or evaluation of material taught.
6. Respond and ask follow-up questions of class.

1. Be appropriate: The online classroom is not the place for insulting, attack, or venting comments.Ad hominem remarks or disparaging comments about gender, ethnicity, religion, etc. will not be tolerated. Disciplinary actions will be taken.

1. Be diplomatic: At all times, but especially when sending messages on emotionally charged topics.

Class Policies / Statements

Course Expectations

Class participation and building of virtual community

You are expected to participate in discussions and related course activities. Although there are no assigned grade points derived from participatory learning, relevant content may become important in assigning borderline grades.You will be expected to fully participate in the multiple assignments and discussions beyond your initial responses to any questions. Also you will be expected to fully comply with the due times and dates for tests, and other assignments.

Workload Policy

The class is a 3 credit course. This indicates that there should be at least a 3 contact (reading + understanding) hours per week with a minimum of 6 additional hours of work outside of class per week for the student to receive an average grade in the course. Assignments in some chapters in the textbook may be easily finished within a couple hours; however, the material in the later chapters does increase in difficulty and the time burden in tackling some of the assigned exercises increases accordingly. Please, make appropriate adjustments!

Course Preparation

The student is expected to

1) Read the assigned chapter content and material and

2) Complete any weekly assignments on time, and

3) Complete the timed tests on time.

Policy on late assignments and exams

Due to the time concerns and the burden on evaluating everyone on time late work (handouts, test, critiques, and projects) would not be accepted.

American with Disability Act

The university is committed to the principle that in no aspect of its programs shall there be differencesin the treatment of persons because of race, creed, national origin, age, sex, or disability, and that equalopportunity and access to facilities shall be available to all. If you require special accommodations inorder to participate; please contact me, as soon as possible for necessary accommodations. The studentshould present appropriate verification from UTEP Office of Compliance. Norequirement exists thataccommodation be made prior to completion of this approved university process.

Honor Code

For those courses where student is assigned to generate reports, literature reviews, and research projects, I take our standards of professional ethics seriously, as I expect all members of the academic community to do. Any form of cheating or plagiarism will result in student being referred to the UTEP’s Office of Student Life. Student will be informing of the action taken by the instructor with instructions to be followed by the student.

Copyright and Fair Use

"The University requires all members of its community to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies."

Note: AVOID COLLUDING WITH OTHER STUDENTS AT ANY TIME!!!!!.

Final Word

1)Please be courteous to your classmates and instructor.

2)I reserve the right to change procedures, readings and topics as necessary, with ample warning.

3)If you must miss more than three assignments, I advise that you take the course at some other time.

4) Class commitment is expected and students’ active work strongly encouraged. Contact instructor if you have material, assignments, and exams missed.

Chapter Discussions Exercises

Among class students, it is allowed to discuss general ideas and strategies in order to clarify your understanding of task instructions and issues. However, it is assumed that by the time the student turns in the assignment, it must include only their own personal written work and demonstration of understanding of assessment concepts.

Grading Rubric for Final Project

The student would find this information in MOODLE.