Mastering the art of teaching: Preparing
proactive educators to improve the lives of children
I. COURSE
INFORMATION:
II.INSTRUCTOR
INFORMATION:
Name:Dr.
Charles Lucado
Office
Location:L-124, Demorest Campus
Phone
Numbers:(706) 778-3000 X1231 (Office)
(706)
754-1251 (Home)
E-mail:clucado@piedmont.edu
Fax
Number:(706) 776-9608
Office
Hours:Mon., Tues., and Wed. 3:30
- 5:00 p.m.
Thurs.3:30
- 4:30 p.m.
Others
by appointment
III.TIME
AND PLACE
DEMOREST
CAMPUS, FALL SEMESTER, AUGUST 17 - OCTOBER 14, 2000
Time:5:50
p.m. - 10:10 p.m., Thursday
Place:L
- 130
IV.TEXT
AND SUPPLEMENTARY READINGS:
Linn,
R. L. & Gronlund, N. E. (2000).Measurement
and assessment in teaching (8th ed.).Upper
Saddle
River, NJ: Prentice-Hall.
Linn,
R. L., & Gronlund, N. E. (2000).Measurement
and assessment in teaching: Student exercise
manual
(8th ed.). Upper Saddle River, NJ: Prentice Hall.
American
Psychological Association.(1994).Publication
manual of the American
Psychological
Association (4th ed.).Washington,
D. C.:Author.
Supplemental
readings will be required as needed throughout the course.These
readings will include research and professional documents and personal
reading.Also, copying some materials
to share with the class may be required.
V. PIEDMONT
MISSION:
Piedmont
College Mission:
Inspired
by the liberal arts tradition and a historical association with the Congregational
Christian Churches, Piedmont College cultivates a diverse, challenging
and caring intellectual environment to encourage academic success and spiritual
development.
To
accomplish this mission, the college offers a number of major fields of
study that are informed by the liberal arts, including specialized professional
programs and selected graduate programs.Instructional
opportunities are also provided at distant locations to meet student needs.
School
of Education Mission:
The theme of the School of Education is ÒMastering the art of teaching: Preparing proactive educators to improve the lives of children.ÓThe School of Education strives to prepare reflective, scholarly, proactive educators.These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific
ideals under-gird our conceptual framework.We
advocate the democratic ideals of: equal rights and opportunities; individual
freedom and responsibility; responsibility for the greater good; respect
for diversity; openness to possibilities; and open, informed discourse.
We
endorse the following processes as a means of striving for our democratic
ideals: engaging in participatory decision-making; collaborating in teaching
and learning; collecting information from all constituencies; examining
options andprojecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; andconstantly
revising the curriculum to reflect new insights and understandings.Further,
we endorse the development of a sense of personal integrity and of strong
habits of mind (e.g., reflectiveness,persistence,
clarity, accuracy, and responsiveness to feedback).
VI.COURSE
DESCRIPTION AND PURPOSE:
The assessment of student performance is one of the most difficult and most important of all tasks performed by teachers and must be ongoing as well as proactive in nature.It begins with the identification of learning goals and subsequently involves diagnosis of student needs, provision for effective instruction with feedback, and use of assessment results to improve teaching as well as learning.
This
course will provide candidates with the assessment tools necessary to enhance
learning for diverse student populations.The
course will address ways to assess higher order cognitive objectives and
authentic tasks to improve instruction.Candidates
will participate in activities that will enhance understanding of assessment
task development, analysis, and interpretation of results.Documenting
student performance and progress both for instructional and accountability
purposes will be emphasized.Candidates
will develop and use new assessment paradigms to enhance studentsÕ learning,
communicate with parents and students, and create change regarding views
toward assessment.Candidates will
become familiar with quantitative and qualitative concepts and practices
used to evaluate student learning in the classroom.They
will learn how to communicate assessment results to their learners.Candidates
will also explore established and developing technologies as well as computer
software programs that are used to enhance the assessment process and record
keeping.
VII.SCHOOL
OF EDUCATION OUTCOMES
Core
Candidate Learning Outcomes:
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium), are addressed in this course.
1)Learning
Environment: The proactive teacher uses an understanding
of individual and group motivation to create a caring learning environment
that encourages positive social interaction, active engagement in learning,
self regulation and collaboration.The
teacher additionally fosters the ideals of a democratic classroom
by treating students fairly and justly, providing intellectual challenge,
and supporting students as they pursue knowledge and understanding.CO:
6, 8, & 15
2)
Subject Matter: The scholarly
teacher understands and can model the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
CO: ALL
3)
Student Learning: The reflectiveteacher
understands how students develop and learn and can provide well-managed
learning opportunities that support studentsÕ intellectual, social, and
personal growth.
CO:
2, 6, 12, &15
4)
Diversity: The teacher committed
to the ideals of the democratic classroom understands that
learners are the products of their innate talents/disabilities, preferred
learning styles, and cultural experiences and can adapt instruction to
meet diverse needs. CO:6, 8, 14,
& 15
5)
Instructional Strategies: The
teacher understands and uses a variety of instructional strategies to proactively
encourage the development of student critical thinking, problem solving,
and performance skills. CO: 5, 6, & 11
6)
Assessment Strategies: The
teacher understands and uses a variety of assessment strategies to encourage
the continual intellectual, social, and personal growth of students to
become
knowledgeable,
inquisitive learners. CO: ALL
7)
Communication and Technology:
The proactive teacher uses knowledge of effective verbal,
non-verbal, and media communication techniques and technologies to foster
active inquiry, collaboration, and supportive interaction
in the classroom. CO: 2, 5, 12, 13, & 15
8)
Planning Instruction: The reflective,
scholarly, and knowledgeable teacher plans and manages instruction
based upon knowledge of subject matter/pedagogy, students, the community,
and curriculum goals. CO: 1, 2, 4, 5, 9, 10, & 15
9)
Reflection and Professional Development:
The teacher is a reflective practitioner who continually
evaluates the effects of her/his choices and actions upon others, and who
proactively
seeks opportunities for the continual development of a personal pedagogy.
CO: 3, 5, 8, 13, & 15
10)
Collaboration and Relationships:
The proactive teacher communicates and interacts through
democratic processes with other educators, parents/families, and the community
to support student learning and well being. CO: 4, 5, 7, 12, 13, &
15
VIII.COURSE
OUTCOMES (CO):
Upon successful completion of this course, the candidate will be able to:
1.Appropriately use the language of assessment.
2.Identify
several specific roles or purposes of educational assessment and the types
of assessment appropriate for each.
3.Distinguish
between criterion and norm referenced interpretations.
4.Properly
interpret selected standardized test results.
5.Explain
the role of measurement and assessment in the instructional process.
6.Construct
valid and reliable classroom tests and assessments that measure a variety
of learning outcomes, including authentic and performance-based assessments,
for diverse student populations.
7.Explain
the concepts of validity and reliability and their role in the construction,
selection, interpretation, and use of tests and measurements.
8.Develop
and manage his/her own assessment systems and instruments.
9.Administer,
score and interpret tests and assessments properly and use their results
effectively.
10.Clearly
state instructional goals and objectives (including QCCÕs)in ways that
facilitate construction of assessments and thereby matching assessment
alternatives to goals/objectives in relation to his/her philosophy of teaching
and his/her instructional strategies.
11.Assess
literacy growth as part of on-going instruction.
12.Report
assessment results in a manner that provides meaningful feedback for the
learner, helping the learner develop metacognitive abilities and learn
to assess his/her own learning.
13.Describe
his/her philosophy regarding assessment and explain the principles guiding
his/her future practice.
14.Recognize
both the potentialities and limitations of the various tests and assessment
procedures used in schools.
15.Demonstrate
knowledge of current trends and issues in assessment, including ethical
considerations.
IX.COURSE
POLICIES:
1.Class
Attendance & Participation:
Attendance,
timeliness, and participation are required and part of your grade.The
School of Education policy states that more than the allotted number of
excused absences for any reason will result in failure of the course.The
allotted number of excused absences for this course is one.Only
those absences due to emergencies will be excused.Please
contact me prior to absence when possible.Work
missed due to an excused absence may be made up.It
is your responsibility to inform me in writing how you make up the work.Your
writing should include a statement about why you were absent and a detailed,
quality description of the process you undertook to make up the work as
well as a comprehensive summary of the content that was covered in class.If
work is not made up satisfactorily, the highest grade a candidate can receive
for the course is a B.Any candidate
who misses more than one class will be asked to drop the course or will
receive an F at the end of the semester.Also
understand that notes cannot easily duplicate many of the experiences of
the course.
Active
participation means that you prepare for classes by reading the text and/or
other assigned readings and that you take active part in discussions and
activities conducted during class.
2.Written
Work:
Use
APA style (4th ed.).All
papers for the course are to be typed using size 12 print and one of the
following fonts: Bookman, Times New Roman, Geneva, or similar font.Papers
should be double-spaced, error-free, and grammatically correct (including
punctuation, spelling, capitalization, etc.).Make
good use of writing references such as dictionaries, writing handbooks,
and computer spelling and grammar checks.Each
paper should have a cover sheet with your name, course number and name,
assignment, and date clearly typed on the front.For
example, (double spaced and centered), Your name; EDUC 400: Educational
Assessment; Teacher Interview; Date.
Quality
is important!Work submitted should
reflect your developing professionalism.Your
writings and reflections will be assessed according to depth, breadth,
clarity, and accuracy they convey.
Be
sure to keep a duplicate copy of all submitted work for your own records.
3.Academic
Integrity:
By
accepting admission to Piedmont College, each student makes a commitment
to understand, support, and abide by the "Academic Integrity Policy" without
compromise or exception.This class
will be conducted in strict observance of the policy.Refer
to your Piedmont College Student Handbook for details.
All
work submitted must be your original work created in and for this course.It
should be referenced properly using APA (including information from the
internet).Double dipping (to be
discussed in class) is not permitted.
4.Special
Considerations:
Piedmont
College makes every effort to provide students with learning disabilities
equal access to all academic programs.Reasonable
and appropriate accommodations are coordinated through the Academic Support
Office.Students are obligated to
self-disclose and are responsible for providing accurate and current (not
older than three years) documentation of their learning disability to the
Director of Academic Support before receiving accommodations.Candidates
with any special needs (disabilities, problems, or any other factors that
may affect their performance or that require special instructional strategies)
should make these special needs known to the professor/instructor during
the first class session.
5.Assignments:Readings
from the assigned texts will be the focus for discussions, writings, and
group activities.Please read the
assigned readings before coming to class in order to facilitate quality
discussions.Think about how the
readings relate/could relate to your classroom teaching experiences.Also
keep in mind that you are responsible for the reading assignments even
if we do not go over them in class.
All
work for the course is to be in on time, or handed in on an agreed
upon future date.Make-up tests will
be considered if a reason for missing the original test is justified.Completion
of all assignments is required for a passing grade in the course.If
at any time you are unclear about assignments or expectations, please contact
me for clarification.
Other
assignments or activities may be required as deemed necessary to assure
the mastery of the course objectives as stated.
X.COURSE
OUTLINE AND STUDENT EXPECTATIONS:
1.Instructional
Methods
This
class will operate as a democratic classroom.Candidates
will engage in shared decision making and in taking responsibility for
making the classroom the best it can be.Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.Various
approaches will be utilized by the candidates and professor including:lecture,
demonstrations, observations, class discussions, small group discussions,
cooperative group work, field observations, use of educational technology,
student presentations, readings, reflective writings, listening, questioning,
and formative and summative evaluations.
2.Description
of Assignments
Using
tabs or dividers, categorize and sub-divide the file.Be
sure to reference all sources.
The
file should include a variety of items and sources selected.You
must have 15 distinctly different approaches to assessment.
15%C.Lesson
Plans: CO: 1, 2, 5, 6, 10, & 15
Each candidate will develop a sequence of three lessons for a subject and grade of his/her choice that will emphasize Objectives and Evaluations.The lessons should be written in a brief outline form with clearly stated objectives (using, but not limited to QCCÕs) and attached evaluations that specifically that test/measure the outcomes of the objectives. Lesson activities may be stated very briefly, but objectives and evaluations must be thorough and specific.Details will be discussed in class.
20%D.Midterm
and Final Examinations: CO: ALL
The midterm and final examinations will focus on the readings of the texts and information from lectures, class discussions, and class activities.Most likely, the examinations will consist of multiple choice questions, true/false statements, matching, short answer, and/or problem solving questions.
10%E.Attendance
and Participation: CO: ALL
Refer to information under Policies.
3.Field
Experience Requirements:
1.A description of the testing/assessment environment (lighting, temperature, seating arrangement, etc.).What was the overall atmosphere like?
2.A thorough description of the test or assessment (attach a copy if possible).
3.An analysis of preview time before administering the assessment.
4.An analysis of directions given (verbal/written, clear/unclear, simple/detailed, time allowed for questions).
5.An
analysis of allowances for student diversity (consider learning styles
and multiple intelligences).
6.A
description of any management techniques used to keep children on task
and to facilitate use of time.
7.Your
reaction to the assessment, including any changes you would make.Explain
why you would make those changes.If
you would not make any changes, explain why not.
15%C.Chapter
or Unit Test Critique1,
2, 3, 6, 7, 10, 14, & 15
Obtain
a fourth, fifth, sixth, seventh, or eighth grade chapter or unit test from
a social studies or science text.Analyze
the test according to the guidelines for test construction in Measurement
and Assessment in Teaching.If
you were to give the test to a group of students, would you make any changes
based on your analysis?Why or why
not?What changes would you make?Attach
a copy of the test to you analysis.
XI.GRADING
In
addition to the criteria listed under ÒCourse Policies and Procedures,Ó
grading will be determined using the weights listed above and the following
scale:
WORK
MEETS STANDARD OF EXCELLENCE
9899100A+ 4.0Exemplary
94959697A4.0Outstanding
919293A-3.7Excellent
vCompletes
assignment conscientiously and thoroughly, going well beyond basic requirements.The
objective(s) outlined in the task description are fully addressed.
vDiscussion
demonstrates a thorough understanding of the concepts, principles,
and generalizations specific to the task.Originality
of thought and creativity are exemplified at a scholarly level.
vDescriptions
and reflections are rich with depth, breadth, clarity, and accuracy.
vWritten
and oral communication: Error
free grammatically with very minimal proofreading and correction required.Presented
in a very professional manner.
WORK
EXCEEDS ACCEPTABLE STANDARD
888990B+3.3Very
Good
84858687B3.0Good
818283B-2.7Effective
vCompletes
assignment very well, going beyond basic requirements.The
objective(s) outlined on the task description are effectively addressed.
vDiscussion
demonstrates an adequate understanding of the concepts, principles,
and generalizations specific to the task.Originality
of thought and creativity are exhibited at a scholarly level.
vDescriptions
and reflections are good with moderate depth, breadth, clarity, and accuracy.
vWritten
and oral communication:Close to
error free grammatically.May require
minimal proofreading and correction.Presented
in a professional manner.
WORK
MEETS ACCEPTABLE STANDARD
787980C+2.3Satisfactory
74757677C2.0Fair
717273C-1.7Needs
Improvement
vCompletes
assignment but indicative of weak preparation, meeting basic requirements
of the objective(s) outlined in the task description.
vDiscussion
displays
a vague understanding of the concepts, principles, and generalizations
specific to the task with some conflicting and/or confusing statements.Originality
of thought and creativity are limited.
vDescriptions
and reflections are satisfactory with little depth, breadth, clarity, and/or
accuracy.
vWritten
and oral communication:Requires
a fair amount of proofreading due to repeated errors and correction of
grammatical mistakes.Presented in
a minimal professional manner.
WORK
DOES NOT MEET ACCEPTABLE STANDARD
686970D+1.3Poor
64656667D1.0Poor
616263D-0.7Poor
60
and belowF0.0Not
Acceptable
vDoes
not complete assignment, little attention given to basic requirements.The
objective(s) outlined in the task description are not met.
vDiscussion
displays
severe misconceptions about the concepts, principles, and generalizations
specific to the task.Originality
of thought and creativity are lacking.
vDescriptions
and reflections are weak, lacking depth, breadth, clarity, and/or accuracy.
vWritten
and oral communication:Work contains
repeated errors and omits important details.Work
does not show proofreading or correction of grammatical mistakes.Lacks
professional presentation.
Note:If
a candidate receives a grade below a C on an assignment (excluding midterm
and final) he or she may resubmit the work and receive up to 10 points
added to the original grade.The
number of points added will depend on the quality of the resubmitted work.Additionally,
the work must be resubmitted by the next class meeting.
XII. TENTATIVE
SCHEDULE:
DateTopics
and Assignments
Read
Ch. 4, pp.73-104; Ch. 5, pp. 107-136; and Ch. 6, pp.139-167.
CLASSROOM
TESTS AND ASSESSMENTS
Sept.
7TEACHER INTERVIEWS DUE
Reliability
and Other Desired Characteristics; Planning Classroom Tests and Assessments
Read
Ch. 7, pp. 169-191; and Ch. 8, pp. 193-215.
Sept.
14Constructing Objective Tests: Simple
Forms and Multiple Choice Forms;
MIDTERM
EXAMINATION (Chapters
1, 2, 3, 4, 5, 6, 7, & 8)
Read
Ch. 9, pp. 217-232; Ch. 10, pp. 235-257; & Ch. 11, pp. 259-287
Sept.
21CLASSROOM TESTING OR ASSESSMENT
OBSERVATION DUE
Measuring
Complex Achievement: Interpretive Exercises, Essay Questions, and
Performance-Based
Assessment
Read
Ch. 12, pp. 289-312; Ch. 13, pp.315-343; Ch. 14, pp.345-375.
Oct.
5CHAPTER OR UNIT TEST CRITIQUE
DUE
Last
journal submission
Grading
and Reporting; Achievement Tests; Aptitude Tests
Read
Ch. 18, pp. 453-473 and Ch. 19, pp. 475-504.
Oct.
12FINAL EXAMINATION (Chapters
9, 10, 11, 12, 13, 14, 15, 16, & 17)
RESOURCE
FILE DUE
Test
Selection, Administration, and Use; Interpreting Test Scores and Norms
Course
Evaluation (Practice exercises in class)
NOTE:The
reflective journals will be submitted and assessed weekly.
XIII.RESOURCES:
1.Bibliography
Allen,
D. (Ed.).(1998).Assessing
student learning:From grading to
understanding.New
York:Teachers College Press.
Baron,
M. A., & Boschee, F.(1995).Authentic
assessment:The key to unlocking
student
success.Lancaster,
PA:Technomic.
Batzle,
J.(1992).Portfolio
assessment and evaluation:Developing
and using portfolios in
the
K-6 classroom.Cypress,
CA:Creative Teaching Press.
Belanoff, P. & Dickinson, M. (Eds.).(1991).Portfolios:Process and product.Portsmouth, NH:Boynton/Cook.
Bridges, L.(1995).Assessment:Continuous learning.York, ME:Stenhouse.
Clemmons, J., Laase, L., Cooper, D., Areglalo, N., & Dill, M.(1993).Portfolios in the classroom:A teacherÕs sourcebook. New York:Scholastic.
Drummond, M. J.(1994).Learning to see:Assessment through observation.York, ME:Stenhouse.
Fiderer, A.(1995).Practical assessments for literature-based reading classrooms.New York:Scholastic.
Freedman, R. L. H.(1993).Open-ended questioning.New York:Addison Wesley.
Haladyna, T. M.(1997).Writing test items to evaluate higher order thinking.Boston:Allyn Bacon.
Hein, G. E., & Price, S.(1994).Active assessment for active science:A guide for elementary school teachers.Portsmouth, NH:Heinemann.
Jasmine, J.(1995).Portfolio planner:A step-by-step guide to portfolio assessment.Huntington Beach, CA:Teacher Created Materials.
Kohn, A.(1993).Punished by rewards.New York:Houghton Mifflin.
Lazear, D. G.(1994).Multiple intelligence approaches to assessment:Solving the assessment conundrum. Tuscon, AZ:Zephyr Press.
Leslie (1997).Authentic literary assessment.New York:Longman.
McMillan, J. H.(1997).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn and Bacon.
McAfee, O., & Leong, D. J.(1996).Assessing and guiding young childrenÕs development and learning (2nd ed.).Boston:Allyn & Bacon.
Marzano, R., Pickering, D., & McTighe, J.(1993).Performance assessments using the dimensions of learning.Alexandria, VA:Association for Supervision and Curriculum Development.
Paul, R.(1995).Critical thinking: How to prepare students for a rapidly changing world.Santa Rose, CA:Center for Critical Thinking and Moral Reform.
Perrone, V.(1991).Expanding student assessment.Alexandria, VA:Association for Supervision and Curriculum Development.
Popp, M. S.(1997).Learning journals in the K-8 classroom: Exploring ideas and information in the content areas.Mahwah, NJ:Lawrence Erlbaum.
Rhodes, L. K.(1993).Literacy assessment: A handbook of instruments.Portsmouth, NH:Heinemann.
Rhodes, L. K., & Shanklin, N.(1993).Windows into literacy: Assessing learners K-8.Portsmouth, NH:Heinemann.
Routman, R.(1991).Invitations: Changing as teachers and learners K-12.Portsmouth, NH:Heinemann.
Shaklee, B. D., Barbour, N. E., Ambrose, R., & Hansford, S. J.(1997).Designing and using portfolios.Boston:Allyn and Bacon.
Shearer, C. B.(1996).The MIDAS: A guide to assessment and evaluation for multiple intelligences.Columbus, OH:Greyden Press.
Stiggins, R. J. (2001).Student-involved classroom assessment.Upper Saddle River, NJ:Prentice Hall.
Strickland, K., & Strickland, J.(1998).Reflections on assessment:Its purposes, methods, and effects on learning.Portsmouth, NH:Heinemann.
Wiggins, G.(1993).Assessing student performance.San Francisco:Jossey-Bass.
Wiggins, G.(1998).Educative assessment.San Francisco:Jossey-Bass.
********************************************************************************
Also, the December 1996/January 1997 issue of Educational Leadership is on assessment - ÒTeaching for Authentic Student Performance.ÓThe March 1999 issue focuses on ÒUsing Standards & Assessments.
Several articles in the December 1996 Phi Delta Kappan relate to assessment.
Numerous other journal articles will be discussed in class.
2.Websites