Murray State University

COMMON SYLLABUS

Revised October 24, 2007

DEPARTMENT: ECECOURSE NUMBER: EDU 405CREDIT HOURS: 2

(Elementary and Middle School Teacher Candidates)

  1. TITLE: EDU 405: Evaluation and Measurement in Education
  1. CATALOG DESCRIPTION: The selection, administration, and uses of educational evaluation and measurement approaches with emphasis on application in school classrooms. Prerequisite: Admission to Teacher Education
  1. PURPOSE: This course is designed to promote the development of reflective decision-making as pre-service teachers learn the design, interpretation, and uses of educational assessment methods, particularly in relationship to techniques of good classroom instruction and as pertaining to the goals of Kentucky Education Reform Act (KERA).
  1. COURSE OBJECTIVES:

The behaviors indicated below are understood to be reflective of, but not limited to those teacher behaviors advocated by the Kentucky Education Reform Act guidelines. Curriculum connections will be made with KERA Initiatives: Kentucky Learner Goals and Academic Expectations, Program of Studies, and Core Content. Following each objective, and enclosed in parentheses, are numbers that reference the Kentucky New Teacher Standards.

  1. The students will describe a perspective regarding current issues in educational evaluation under the Kentucky Education Reform Act, including knowledge of Learner Goals and Academic Expectations, Program of Studies, and Core Content. (NTS 4)
  2. The students will investigate and practice the design of various assessment methods, including portfolios, task events, open ended questions and more traditional objective methods, utilizing the KERA initiatives-Learner Goals and Academic Expectations, Program of Studies, and Core Content. (NTS 4)
  3. The students will prepare assessment-focused objectives and a variety of assessment activities that will address Kentucky Learner Goals and Academic Expectations, Program of Studies, and Core Content. (NTS 1,4)
  4. The students will reflect on the uses of assessment in instruction, in relationship to their own learning and their development as reflective decision-makers (NTS 4,5)
  5. The students will collaborate in the development of course curriculum projects using lap top computers and participate in discussions of current issues in assessment. (NTS 1,3,6)
  6. The students will prepare and analyze assessment items directed at addressing the physical, race, ethnic, and intellectual diversity of learners. (NTS 1,4)

The COE Theme of Educator as Reflective Decision-Maker is addressed in this course by urging students to consider the teacher’s role in the assessment cycle. Students learn to create assessments and then reflect upon the quality of the resulting student data in relation to instructional goals, student needs, and closing the achievement gap.

The theme of Diversity is explored in the course through planning multifaceted assessment options. Students learn to assess the learning and achievement of all learners, regardless of gender, ethnicity, learning styles, or exceptionalities.

  1. CONTENT OUTLINE:

A. Introduction to Assessment

B. What is Worth Teaching and Assessing?

C. Effects of Classroom-Based Assessments on Students

D. Assessment of Valued Assessment

E. Informal Performance Assessment

F. Introduction to Classroom Testing

G. Traditional Item Development

H. Performance Item Development

I. Grades and Grading Processes

J. Portfolio Assessment

K. Communicating With Others about Student Learning

L. Using Information from Standardized Tests

  1. INSTRUCTIONAL ACTIVITIES:

Students will participate in large and small group discussions and activities related to course goals and objectives, including:

  1. Reading assigned materials
  2. Completing response activities
  3. Performing successfully on exams and written assignments
  4. Contributing to cooperative team activities
  5. Conducting research to learn more about KERA and NCLB initiatives
  1. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: NONE
  1. RESOURCES:

COE Curriculum Resource room, LiveText, KDE website and Internet

  1. GRADING PROCEDURES:

Please note: Instructional activities may vary by course instructor. The assessment comparison project is required by all course instructors.

Assignments:

  1. Response Activities

Students are responsible for material contained in the text. The purposes of these activities are to provide an authentic opportunity for students to process new information and extend their learning experiences. (NTS # 1, 2, 4, 5, 8, 9/ Objectives A, D, E)

2. Exams

To evidence attainment of core content area knowledge in the course materials, students will take formal examinations. These will contain core vocabulary terms and questions related to topics discussed in the text and presented in class. Question formats may include true-false, multiple choice, and short answer items. (NTS 8/ Objectives A-F)

  1. Accountability Project

Students will research the history and impact of the KERA/ NCLB accountability movements. They will list the pros/cons of these accountability movements to prepare them for participation in a “Great Debate”. (NTS 1, 4, 5, 8/ Objectives A, D, E)

  1. Assessment Comparison Project

Students will select a thematic unit they have created previously. They will design effective assessment items that support instructional objectives and students’ special needs. Students will reflect upon the assessment comparison project experience by describing which assessment format is best for their unit and what the activity taught them about the different types of assessments. The assessment comparison project and reflection will be posted on students’ e-portfolios. Students’ efforts will be evaluated using a rubric. (NTS 1, 3, 4, 5, 6, 9/ Objectives A, B, D, E)

Grading

Grades will be awarded for performance in accordance with this scale. Students’ attendance will also be considered when calculating the final grade.

Percent Final Grade

93-100%A

86-92%B

79-85%C

72-78%D

0-71%E

  1. ATTENDANCE POLICY:

This course complies with the Attendance Policy stated in the current MSU Undergraduate Bulletin.

  1. ACADEMIC HONESTY POLICY:

This course adheres to the academic honesty policy stated in the current MSU UndergraduateBulletin.

  1. TEXT AND REFERENCES:

Taylor, C.S. & Nolen, S.B. (2005). Classroom assessment: Supporting teaching and learning in real classrooms, Pearson/Merrill/Prentice Hall

  1. PREREQUISITES: Admission to Teacher Education Program
  1. STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY:

Murray State University does not discriminate on the basis of race, color, national origin, sex, religion, marital status, age, or disability in employment, admission, or the provision of services, educational programs and activities, and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. For information regarding nondiscrimination policies contact the Office of Equal Opportunity, 270-809-3155.

  1. FLAG SYSTEM/CONTINUOUS ASSESSMENT:

Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student’s progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.