University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:EDFOUND 486-686Cross-listing:NA

(See Note #1 below)

Course Title:(Limited to 65 characters)Curriculum Evaluation and Improvement I

25-Character Abbreviation: Cur Eval and Improvem I

Sponsor(s): Katy Casey (contact for proposal), Mark Schroeder, & Scott Peters

Department(s):EDFOUND

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments: Curriculum and Instruction and Special Education

Programs Affected:NA

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:EDFOUND 424/624 or EDFOUND 425/625 or SPECED 462/662

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location Hybrid

College:Dept/Area(s):EDFOUND

Instructor:Mark Schroeder, Scott Peters, Katy Casey, or new instructor

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:--Total lecture hours:48

Number of credits:3Total contact hours:48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 11

Proposal Information:(Procedures for form #3)

Course justification:

The importance of assessment knowledge and the ability of educators to administer and use assessment in order to inform instruction has never been higher. Starting in the 2014 – 2015 school year, all students in Wisconsin public schools will begin taking the new Smarter Balanced Assessment system in place of the current Wisconsin Knowledge and Concepts Examination. The same year will also be the first in which the new Wisconsin Educator Effectivenss system will be implemented for all schools. As part of this system all Wisconsin teachers and principals will be evaluated in part based on their student test scores. The extent to which assessment is involved in the lives of every Wisconsin educators and school staff member is substantial. For this reason this course will lead toward a new licensure and graduate certificate program in standards and assessment. This program (for which this is the first new course) will lead toward a Department of Public Instruction non-instructional Program Coordinator license in Standards and Assessment. We believe this knowledge will become more and more important for schools as multiple new assessment-based initiatives are implemented.

Wisconsin Department of Public Instruction Liason Cathy Cullen has expressed strong support and interest in the program as has Linda Nortier – UWW Continuing Education Educational Outreach Coordinator.

*Dual-listed requirements are provided below

Relationship to program assessment objectives:

1.Plan and teach lessons that incorporate formative assessment techniques (Unit with formative assessments, including exam and lesson demonstration)

2.Create assessments based on educational standards and objectives (Exam Critique and Unit with formative assessments, including exam and lesson demonstration)

3.Create and apply assessment tools in order to evaluate individual- and classroom- level student outcomes and modify instruction (Discussions and Video Lectures)

4.Use standardized assessment results to evaluate and modify instruction for individual students (Unit with formative assessments, including exam and lesson demonstration)

This is the first in a three course sequence. Completion of the three courses will result in a Department of Public Instruction non-instructional Program Coordinator license in Standards and Assessment.

*Dual-listed requirements are provided below

Budgetary impact:

This course will require a .25 instructional load for one instructor each academic year. EDFOUND received approval for an Assessment Coordinator position who will likely assume the responsibility of teaching this course.

Course description:(50 word limit)

This course is designed to train school personnel in the selection of published assessments and the creation of classroom-level assessment methods appropriate for making instructional decisions at an individual and classroom level. Emphasis will be placed on understanding core content area standards, formative assessment practices in content areas, developing valid pupil grading procedures, and ethical assessment methods, all with a focus on informing instruction.

Note: This class will build on the skills gained in course pre-requisites via greater depth of content and significant application of skills.

If dual listed, list graduate level requirements for the following:

  1. Content (e.g., What are additional presentation/project requirements?)

Because both the undergraduate and graduate sections of the course will lead to the same license, the content itself will not change (same standards must be met). Instead, the level of rigor and application will be higher for graduate students as described below under “Intensity.” It is anticipated that graduate students will complete 7-10 additional hours.

  1. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
    Exam Critique: In addition to the general class assignment described below, students enrolled in 696 will need to lead a presentation / discussion regarding their chosen assessment tool including a demonstration of the tool, limitations, and practical application. For example, if the student is critiquing the Woodcock-Johnson, the student should plan on bringing the instrument to class in order to demonstrate greater depth of analysis.

Mini-Exams: In addition to the general description above, students enrolled in 696 will need to answer one or more “challenge” questions on the mini-exams. These questions will require a higher-level of mastery to answer. 496 students may attempt these questions for extra credit.

  1. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

All students will begin to plan for their practicum during this course. As graduate students, their practicum will take place in the school they teach. The topic of the students’ units, lessons, and presentations will be individualized to meet their specific needs and interests. In addition, support from instructors will be individualized.

Graduate students will be required to research issues related to their chosen assessment tool prior to leading their presentation. Issues could include limitations of the instrument and practical application. Student will be directed to the Mental Measurements Yearbook.

Course objectives and tentative course syllabus:

Objectives:

Following completion of this course, students will be able to:

  • Plan and teach lessons that incorporate formative assessment techniques
  • Create assessments based on educational standards and objectives
  • Create and apply assessment tools in order to evaluate individual- and classroom- level student outcomes and modify instruction
  • Use standardized assessment results to evaluate and modify instruction for individual students

Outline:

The course will be structured into four major units on the following topics:

  1. The Role of Assessment in Instruction
  2. Standards and Objectives
  3. Formative Assessment and Grading
  4. Performance Assessment

Also see below and the attached syllabus for a more detailed description of the course schedule

The contact hour computation was as follows:

In-Class or participating in online and synchronous discussion: 35

Readings: 25

Online assignments/Discussions: 20

Assignments: 24

Web lectures/videos and Modules: 20

Exams (including study time): 20

Tests, assignments, and/or Evaluations: (include grading policy and grading scale)

Texts:

Formative Assessment and Standards-Based Grading (Marzano, 2010)

Educational Testing and Measurement (Kubiszyn & Borich, 2013)

Standards and Assessment: The Core of Quality Instruction (Besser, 2011)

*Note – these texts will be used for multiple classes toward the licensure

Major course assignments:

  • Exam Critique (30pts): Students will critique a published standardized assessment instrument. Specific requirements are available on the Exam Critique assignment sheet on D2L.

Essential Learning Outcomes: Intellectual and Practical and Integrative Learning

  • Unit with formative assessments, including exam and lesson demonstration (30pts): Students will write a unit plan with a minimum of FOUR lesson plans. Formative and summative assessment should be embedded within the unit, with samples of measures. In addition, students will model one lesson. This lesson could be taught in the field or in class. Individuals who are not in a classroom-teacher position can modify this assignment to their particular professional duties.Specific requirements are available in the Unit Assignment sheet on D2L.

Essential Learning Outcomes: Intellectual and Practical and Integrative Learning

Contributes to High-Impact Educational Practices, “Capstone Courses and Projects”

  • Discussions and Video Lectures (20pts): Discussion prompts are listed on D2L under the Discussions tab. Students should follow the guidelines listed on the Discussion Post rubric. Embedded in video lectures are assignments, which should be submitted to the Dropbox upon completion. These will be two discussion posts required each week for a total of 20 points.
  • Mini Examinations (20pts): Throughout the course students will be given “mini-examinations” to assess their knowledge of the content presented in each unit. These exams will be a mix of multiple choice and short answer questions. There will be a total of 4 exams. Each exam is worth 5 points for a total of 20 points.

Points / Grade
100-94 / A
93-90 / A-
89-87 / B+
86-84 / B
83-80 / B-
79-77 / C+
76-74 / C
73-70 / C-
69-67 / D+
66-64 / D
63-60 / D-
≤ 59 / F

Attendance policy with defined excuses:

Regular attendance and participation in class activities is required. There will be in-class experiences (videos, small group work, demonstrations, etc.) that cannot be made up outside of class. Students who experience significant and unforeseen life events (e.g., death in the family) should contact the instructor as soon as possible to arrange for accommodations. If events are planned before the start of the course which may influence class attendance the student should speak with the instructor before registering. Excused absences are made at the discretion of the instructor and only for emergencies or other unforeseen events.

All projects, quizzes, and exams are due on the specified date. All late assignments must be approved in advance of the due date to receive partial credit. If arrangements are not made in advance and the assignment is not handed in by the due date, you will not receive credit.

Differentiation of Undergraduate/Graduate Requirements (if applicable): (include unique expectations of graduate students regarding content, intensity, and self-direction –see procedures page for more information on each of these)

Because both the undergraduate and graduate sections of the course will lead to the same license, the content itself will not change (same standards must be met). Instead, the level of rigor and application will be higher for graduate students as described below:

Exam Critique: In addition to the general assignment described above, students enrolled in 696 will need to lead a presentation / discussion regarding their chosen assessment tool including a physical presentation, or demonstration of the tool. For example, if the student is critiquing the Woodcock-Johnson, the student should plan on bringing the instrument to class in order to demonstrate greater depth of analysis.

Mini-Exams: In addition to the general description above, students enrolled in 696 will need to answer one or more “challenge” questions on the mini-exams. These questions will require a higher-level of mastery to answer. 496 students may attempt these questions for extra credit.

Unit: Students enrolled in 696 must include at least FIVE lesson plans with their unit.

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Readings are listed in the far right column and are from one of the three course texts.

Unit 1: The Role of Assessment in Instruction

Week / Dates / Focus / Readings and Assignments
1 L / Introduction to course
How assessment informs instruction / Pretest
2 O / Levels of knowledge
Activity using taxonomy
How to determine learner needs and preferences / Chapter 6 in Besser
Submit activity to Dropbox
Discussion
3 L / Types of assessment (formative vs. summative); norm- and criterion- referenced tests / Chapter 5 Kubiszyn & Borich (2013) and Chapters 1 & 2 Marzano (2010)
4 O / Technical aspects of test construction (e.g., understanding reliability, validity, and bias) / Chapter 4 Pierangelo & Giuliani, 2012
View video lecture, submit practice activities to Dropbox
Exam 1

Unit 2: Standards and Objectives

Week / Dates / Focus / Readings and Assignments
5 L / Understanding the Common Core Standards and Curricular design / Chapters 1 and 2 Besser (2011)
Discussion
6 O / Common Core in mathematics and mathematics assessment for placement, formative, and diagnostic purposes / Chapter 3 Besser (2011); IRIS Module: High Quality Mathematics Instruction
7 O / Common Core in English Language Arts (ELA) and assessment for placement, formative, and diagnostic purposes / Chapter 7 Besser (2011)
8 O / WI State Standards
Evaluating standards outside the Common Core / Chapter 6 Kubiszyn & Borich (2013); IRIS Module: Differentiated Instruction
Begin work on “unit plan”
Exam 2

Unit 3: Formative Assessment and Grading

Week / Dates / Focus / Readings and Assignments
9 L / Formative assessment research and techniques / Chapters 1- 3 in Marzano (2010)
Discussion
10 O / Creating formative assessments to inform practice / Chapter 4 in Marzano (2010); Chapters 6 & 7 in Kubiszyn & Borich (2013); IRIS Module: Classroom Assessment
Exam Critique Due
11 O / Tracking student progress and giving feedback / Chapter 5 Marzano (2010)
12 O / Assigning Grades: their Functions and Compositions / Chapter 6 Marzano (2010)
View video lecture, submit practice activities to Dropbox
Exam 3

Unit 4:Performance Assessment

Week / Dates / Focus / Readings and Assignments
13 L / Types of Performance Assessments / Chapter 9 Kubiszyn & Borich (2013) and/or Chapter 2 Besser (2011)
Lesson Demonstrations
14 O / Journals and Portfolios / Chapter 10 Kubiszyn & Borich (2013)
View video lecture, submit practice activities to Dropbox
Unit Due
15 L / Collaboration and Coaching / Lesson Demonstrations, continued
16 O / FINAL / Exam 4

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

Syllabus

Course:Evidence-Based Curricular Evaluation and Improvement I: Individual and Classroom Level (EDFOUND 496/696)

Prerequisite:EDFOUND424/624 or EDFOUND 425/625 or SPECED 426/626

Classroom:XXX and online via WebEx

Time:This course will be split between live and online instruction. We will meet for seven live sessions on Wednesday nights from X to X. Live and online dates are scheduled on the course sequence.

Instructor:Mark Schroeder, Ph.D. & Katy Casey, Ph.D.

Contact:Office: Winther 6051 and Winther 4047

Phone: 262-472-5429; 262-472-1225

Office Hours: TBD

Email: ;

Texts:Formative Assessment and Standards-Based Grading (Marzano, 2010)

Educational Testing and Measurement (Kubiszyn & Borich, 2013)

Standards and Assessment: The Core of Quality Instruction (Besser, 2011)

*Note – these texts will be used for multiple classes toward the licensure

Website:Desire 2 Learn website:

I. Course Description

This course is designed to train school personnel in the selection of published assessments and the creation of classroom-level assessment methods appropriate for making instructional decisions at the individual and classroom level. Emphasis will be placed on understanding core content area standards, formative assessment practices in content areas, developing valid pupil grading procedures, and ethical assessment methods, all with a focus on informing instruction.

II. Course Objectives

Following completion of this course, students will be able to:

  • Plan and teach lessons that incorporate formative assessment techniques
  • Create assessments based on educational standards and objectives
  • Create and apply assessment tools in order to evaluate individual- and classroom- level student outcomes and modify instruction
  • Use standardized assessment results to evaluate and modify instruction for individual students

III. Hybrid Class Format