1. Department of Curriculum and Instruction

EDF 413, ASSESSMENT IN EDUCATION

Credit Hours: 3

  1. Course Description: Principles and procedures in assessing and evaluating pupil growth in skills, attitudes,aptitudes, and understandings. Assessment construction, analysis, marking systems, and authentic assessmentsystems will be addressed. Prerequisites: Admission to Teacher Education
  1. Text: Airasian, P. W., & Russell, M.K. (2008) Classroom assessment: Concepts and applications, 6th Edition.McGraw-Hill, Inc. Boston, MA (Required).

Popham, J.

  1. Course Objectives: At the completion of this course, students will be able to:
  1. Develop a unit of study for students at the appropriate level (based upon certification being sought)(KTS 2);
  2. Write instructional objectives, which describe the student performance to be demonstrated during and at theend of the learning experience as evidence of learning (KTS 2.4)
  3. Identify learning outcomes, which list the specific types of student performance that are accepted asevidence that the outcomes have been achieved (KTS2 & 3);
  4. Choose assessment methods appropriate for classroom instructional decisions (KTS 5);
  5. Developing assessment instruments appropriate for classroom instructional decisions (KTS 5.1, 5.2, 5.3);
  6. Administer, score, and interpret the results of both externally produced and teacher producedassessments (KTS 2.3, 5.4, 5.5);
  7. Use assessment results when making decisions about individual students, planning and teaching(KTS 4.2, 5.5, 7.1, 7.2);
  8. Develop valid pupil grading procedures, which use pupil assessments (KTS 5.4, 5.5, 6.4)
  9. Communicate assessment results to students, parents, educators, and lay people (those outside theeducation profession) (KTS 5.5);
  10. Recognize unethical, illegal, and otherwise inappropriate assessment methods and uses ofassessment information (KTS 3.2, 3.2, 3.3, 3.4)
  11. Use multiple assessments and sources of data (KTS 5.1, 5.2, 5.3);
  12. Make appropriate provisions for assessment processes that address social, cultural, and physicaldiversity (KTS 2.4, 3.5
  13. Accurately assess student performance using the established criteria and scoring guides consistent with Kentucky’s Program of Studies and the Commonwealth Accountability Testing System (KTS 2.1);
  14. Promote student self-assessment using established criteria and focus student attention on what needsto be done to move to the next performance level (KTS 5.6); and
  15. Systematically collect and analyze assessment data and maintaining updated records of studentprogress (KTS 5.4, 5.5, 6.4).
  1. Course Requirements:
  1. Active participation in class discussions and activities
  2. Planning, teaching, assessing, and reflecting upon P-12 students’ learning
  3. Group and individual reporting and demonstrations
  4. Assessment project
  5. Professional Ethics/Dispositions: Student professionalism and dispositions will be monitored across the semester by the student and the instructor. Maintaining high professional standards is critical for success.
  6. Instructor designed tests and/or quizzes
  1. Course Outline:
  1. Additional requirements for graduate students in 700-level classes taught concurrently with 500-level classes. Not applicable.
  2. Assessment and Evaluation Methods:

Total Points Possible 455 points

Grading for this course will be based on performance in six areas: demonstration of knowledge, ability toapply knowledge, inquiry skills, reflection skills, writing skills, and professionalism. There is no rounding.

Grading Scale

100% - 90% = A

89% - 80% = B

79% - 70% = C

69% - 60% = D

Below 60% = F

  1. Student Progress:

Students are encouraged to monitor their progress in the course. Grades will be posted on the courseBlackboard site.

  1. Attendance/Participation Policy:

Absences equating 20% of class meetings will result in automatic failure. Class sessions missed as a result of late entry will be counted as absences. Three tardies will be treated as one absence. The student is responsible for presenting adequate reason for absence to the instructor in writing in order to be given the opportunity to make up missed work. (Adequate reasons include debilitating personal illness, death or serious illness in the immediate family, or participation in a pre-approved university activity.) Late assignments are accepted only atthe discretion of the instructor and may be dropped 20% for each daythey are late.

  1. Notification of the last day to drop the course if the course starts or stops on nonstandard dates.

Last day to drop course or to withdraw from the university are included in the class schedule

  1. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Services Building, by email at or by telephone at (859)622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.
  1. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at Questions regarding the policy may be directed to the Office of Academic Integrity.

Revised September 2008

Dorie Combs, Ph.D.

Course P/N / Course Title
EDF 413 / Assessment in Education

RELATIONSHIP TO:

College of Education Conceptual Framework

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
CF1 / CF2 / CF3 / CF4 / CF5
K, A, PA / K, A, PA / K, A, PA / K,A, PA

Kentucky Teacher Standards – Initial or Advanced

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
TS1 / TS2 / TS3 / TS4 / TS5 / TS6 / TS7 / TS8 / TS9 / TS10
K, A, PA / K, A, PA / K, A, PA / K, A, PA / K

EKU Goals

EKU-G1 / EKU–G2 / EKU-G3 / EKU-G4 / EKU-G5
X / X

KERA Initiatives

Identify the initiative number(s) for each category
Learner Goals/Academic Expectations / Program of Studies: Understandings / Program of Studies: Skills & Concepts / Core Content
NA / NA / NA / NA

EPSB Themes

K- Basic Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments
Diversity / Assessment / Literacy/Reading / Closing Achievement Gap
K, A, PA

SPA

National Association for the Education of Young Children
Standard 4. Teaching and Learning; (4b) Using developmentally effective approaches, (4d) Building meaningful curriculum
Standard 5. Becoming a professional