CI 3400: Policies and Practices in Educational Assessment (2 Sh)

Appalachian State University

CI 3400: Policies and Practices in Educational Assessment (2 sh)

Fall 2012 Course Syllabus

Instructor: Susan Colby

Associate Professor/Assistant Chair

Department of Curriculum and Instruction

Office: College of Education, 205C

Office Hours: M-F, by appointment; Caldwell Community College, Tuesday,

Email

Telephone: 828.262.6073

Course Description

Prospective teachers will critically examine factors that influence assessment practices and policies in districts, schools, and classrooms. They will consider how formative and summative data are and can be used to evaluate student learning and improve teacher instruction. They will design and develop a variety of assessments for student learning. Prospective teachers will analyze accountability systems, standardized testing, and high-stakes decision making.

Course Objectives

Objectives for the course are based the following standards for Teacher Competence in the Educational Assessment of Students:

1) Teachers should be skilled at clearly defining the purposes of assessments.

2) Teachers should be skilled at setting learning targets toward which assessments can be aligned.

3) Teachers should be skilled in choosing and developing assessment methods appropriate for the learning target and based on principles of sound design.

4) Teachers should be skilled in involving students in all aspects of the assessment process.

4) The teacher should be skilled in administering, scoring, interpreting, and communicating the results of both externally-produced and teacher-produced assessment methods.

5) Teachers should be skilled in using assessment data to make decisions about teaching and learning.

6) Teachers should be skilled in developing and communicating valid grading procedures.

7) Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

Alignment with the North Carolina Professional Teaching Standards

Emerging>Developing>Proficient

RCOE Conceptual Framework

The Reich College of Education Conceptual Framework provides a broad description of how we believe people learn and develop, and how teaching, and other helping oriented interactions should occur. We envision graduates of our programs as thoughtful professionals, characterized by a love of learning (life long learners) and the capacity to adapt to change. The Conceptual Framework forms the basis for decisions about curriculum development, practices, and service while also offering a guide for interactions among faculty, students, and staff. The Framework is based on socio-cultural tenets and is anchored in the historical foundations of American education. The five principles that together constitute the RCOE Conceptual Framework include the following:

·  Learning occurs through participation in a community of practice;

·  Knowledge is socially constructed and learning is social in nature in a community of practice;

·  Learners proceed through stages of development from novice to expert under the guidance of more experienced and knowledgeable mentors in the community of practice;

·  An identifiable knowledge base that is both general in nature and also specific to specialties emerges from the community of practice;

·  All educators and human service professionals develop a set of dispositions reflecting attitudes, beliefs, and values common to the community of practice.

In this course we will learn and practice these principles. Through readings, common activities, and class discussions we will develop our own community of practice. See the RCOE conceptual framework link for a more lengthy description.

Course Readings

Chappuis, Jan, Stiggins, R. Chappuis, S., Arter, J. (2012). Classroom assessment for student learning: Doing it right—Using it well (2nd ed.). Boston: Pearson Assessment Training Institute.

Other readings as assigned in class.

Course Assignments and Exams

Designing, selecting, and using assessment thoughtfully, deliberately, and strategically to improve student learning is a complex process and is developmental. Therefore, students will have opportunities to develop knowledge, skills, and dispositions each week. Reading and assignments are given ahead of time to allow for processing of information. Course assignments include the following:

·  Quizzes: You will have weekly quizzes to help you self-assess your progress and understanding of course material. Quizzes will be timed, and may be taken multiple times, with the highest grade counting.

·  Course Exams: You will have a cumulative final exam for this course.

·  Curriculum-Based Assessment: See specific guidelines on the ASULearn site.

·  Analysis of Student Learning: See specific guidelines on the ASULearn site

·  Community of Practice: This includes attendance, preparation for class, and class participation.

Course Evaluation

Course Quizzes 10% of total grade

Final Exam 30% of total grade

Curriculum-Based Assessment 30% of total grade

Analysis of Student Learning 20% of total grade

Community of Practice 10% of total grade

TOTAL 100%

Grading Policy

A 95-100 C+ 77-80

A- 90-94 C 74-76

B+ 87-89 C- 70-73

B 84-87 F below 70

B- 81-83

Course Expectations

·  This class is centered on the dialogue generated by a community of learners; therefore, attendance is vital to the success of your learning experience. In order to obtain full credit for Community of Practice portion of your grade, you should arrive punctually for each class and be prepared to participate fully in class discussions and activities. Attendance is required at every class meeting barring real emergency. Please notify the instructor prior to an absence.

·  Academic honesty and integrity are expected of all students. Any work that you or your team submits must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources. This course will follow the provisions of the Academic Integrity Code, which can be found See the ASU Office of Student Conduct.

·  You are expected to cite all references using American Psychological Association (APA) format. A resource for this format can be found at Purdue University’s online writing lab or the ASU Library Citations Guidelines website.

·  All assignments must be submitted on time in order to be awarded the maximum number of points. Assignments that are submitted must be word processed, proofread, and prepared in proper form and style.

·  Your two major assignments for this course will be submitted on TK20. These assignments will meet the NC Professional Teaching Standards developed for preservice teacher candidates. We will discuss this process in class. Please save your files with your last name in the file name for the documents.

Disability Services

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Inclement Weather

The Office of Extension and Distance Education at Appalachian State University posts cancellations for off-campus courses due to inclement weather and other emergencies. Read the ASU cancellation policies to learn more about the procedures for site closures. Access the course cancellation list to learn about specific closures for that day. Whenever courses have been cancelled for the community college, our class will not meet.

ASU Library Services

There are numerous library services provided to ASU students. Access the library through the ASU library homepage for more information. ASU offers library services to off-campus students through the distance learning library services.

Fall 2012 CLASS SCHEDULE

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