EDUC 600: Educational Assessment
PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the
art of teaching: Preparing proactive educators to improve the lives of children
I. COURSE INFORMATION:
Prerequisites:
None
Credit: 3 hours
II. INSTRUCTOR INFORMATION:
Name: Dr.
Teresa Secules
Office Location: 345 W. Hancock Avenue, Athens Center
Phone Numbers: (706) 548-2359 (Office)
E-mail: tsecules@piedmont.edu
Fax Number: (706)
548-8871
Office Hours: Monday 4:30 – 7:15
Tuesday 4:00 – 5:15
Wednesday 4:30 – 5:30
Others
by appointment
III. TIME AND PLACE
ATHENS Campus Spring
Semester, 2005
Time: Thursday,
5:00 – 7:00 p.m.
Place: 468
Milledge Ave, room 17
IV. TEXT AND SUPPLEMENTARY READINGS:
Stiggins, R. J. (2005). Student-involved assessment FOR learning
(4th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
American Psychological
Association. (1994). Publication manual of the American
Psychological Association (4th ed.). Washington, D. C.:
Author.
Supplemental
readings may be required as needed throughout the course. 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 candidate needs.
School of Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. 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 and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; and constantly 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).
Graduate MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨
provide
the candidate with the ability to
communicate and teach effectively using an interdisciplinary knowledge base and
understanding of multidimensional classrooms;
¨
use
and facilitate critical thinking skills;
¨
enhance
candidates’ content knowledge, integrating it with instructional technology;
¨
enable
candidates to interpret and assess educational research, and conduct their own
classroom-based research; and to
¨
provide
experiences that enable candidates to assume roles as scholarly practitioners
and develop their skills and abilities as professional teachers.
MAT Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MAT program seeks to:
¨ build the candidate’s
knowledge base and understanding of P-5 students’ characteristics, knowledge,
skills, experience, interest, approaches to learning, special needs, and
cultural heritage;
¨ prepare candidates who have
knowledge and understanding about multicultural and global issues and
perspectives as well as to plan and implement instruction based on these
perspectives;
¨ build the candidate’s
knowledge and understanding of content, pedagogy, record keeping and a wide
variety of diagnostic and assessment techniques and strategies;
¨ develop the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨ build candidate’s ability to
create classroom environments that include: respect, rapport, a culture for
learning, effective management of classroom procedures, appropriate management
of student behavior, and efficient organization of physical space;
¨ inform candidates of
resources available for teachers and students to support and enhance student
learning;
¨ develop the candidate’s
repertoire of strategies for effective teaching;
¨ enable candidates to plan
and implement instruction based on acquired knowledge of subject matter,
students, and the community;
¨ provide candidates with
concrete field experiences across grades P-5 that help them link theory and
practice through observation and participation;
¨ develop the candidate’s
understanding and use of effective interactions with parents or guardians for
supporting students learning and well-being;
¨ develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to conduct research on an educational topic of interest;
¨ help candidates grow and
develop professionally toward becoming proactive, scholarly, reflective
practitioners, and lifelong learners who improve the lives of children.
MA Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MA program seeks to:
¨
enable
candidates to critique their planning and teaching strategies so they can more
effectively plan instruction based on extended knowledge of subject matter,
students, and the community;
¨
broaden
the candidates’ knowledge of developmentally appropriate content and resources
needed for teaching and interacting with their students;
¨
expand
the candidate’s repertoire of strategies for effective teaching and
communication with parents;
¨
enhance
and expand the candidate’s knowledge and understanding about multicultural and
global issues and perspectives as well as ways to plan and implement
instruction based on these perspectives;
¨
expand
the candidate’s understanding and use of educational technology including the
use of computer and other technologies in instruction, assessment, and
productivity;
¨
diversify
field experiences for candidates to strengthen their understanding of the link
between theory and practice;
¨
develop
the candidate’s ability to use research, research methods, and knowledge about
issues and trends to improve practice in schools and classrooms;
¨
develop
the candidate’s ability to assume roles as leaders and mentors in the profession;
¨
establish
procedures that candidates can use to continually keep up-to-date on changes in
the field;
¨
help
candidates become more independent in their professional development as
scholarly, reflective, practitioners and lifelong learners who improve the
lives of children;
¨
encourage
candidates’ involvement in professional activities and endeavors; encourage
candidates to present at local, state, and national conferences.
Ř
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. It begins with the identification of learning goals and subsequently involves diagnosis of student needs, provision of effective instruction with feedback, and use of assessment results to improve learning. In fact, one of the best measures of effective teaching is effective learning.
This course is designed to 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 enhance understanding of assessment task development, analysis, and interpretation. They will examine ways to facilitate communication within the teaching learning situation. Documenting student performance and progress both for instructional and accountability purposes will be emphasized. Candidates will develop and use assessments in a complete unit assessment plan to enhance students' learning, communicate with parents and students, and create change about views toward assessment.
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an
understanding of individual and group motivation to create a caring, democratic
learning environment that encourages positive social interaction, active
engagement in learning, self regulation, and collaboration. The proactive
teacher 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: 5
2) Subject Matter: The scholarly teacher understands and can model the central
concepts, tools of inquiry, national standards, 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: 3, 4
3) Student Learning: The reflective teacher
understands how students develop and learn and provides well-managed learning
opportunities that support students’ intellectual, social, and personal growth.
The teacher documents student achievements and contributes to systems of
accountability designed to improve schooling. CO: 1, 3
4) Diversity: By understanding that all
learners are products of their innate abilities, preferred learning styles, and
cultural experiences, the democratic teacher modifies instruction
and assessments to meet diverse needs of all students. CO: 3, 4
5) Instructional Strategies: The proactive teacher
understands and uses a variety of instructional strategies to encourage the
development of all students’ creative talents, critical thinking, problem
solving, and performance skills. CO: 3
6) Assessment Strategies: The scholarly,
reflective, proactive teacher designs a variety of assessments
including alternative assessment strategies, which (a) assess the acquisition
of knowledge, skills, and dispositions expected in the subject, (b) offset the
negative effects of high-stakes testing, and (c) encourage the continual
intellectual, social, and personal growth of all students to become
knowledgeable, inquisitive learners. CO: 2, 3, 4, 5, 6, 7
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: 6
8) Planning Instruction: The scholarly,
reflective, proactive teacher plans and manages instruction based upon
knowledge of content, pedagogy, students, the community, and curriculum goals.
CO: 3
9) Reflection and
Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO:1
10) Collaboration and Relationships: The scholarly,
reflective, proactive teacher communicates and collaborates with
other educators, parents/families, agencies and the community through democratic
processes to support student learning and well being. CO: 6
Early Childhood Graduate Candidate Learning
Outcomes:
11) Constructivist Practices: The scholarly,
reflective, proactive teacher models and provides opportunities for
constructivist practices. CO: 3, 5
12) Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 7
13) Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO:
14) Action Research: The scholarly,
reflective, proactive teacher participates in action research. CO:
¨
For both Initial and
Advanced Certification Programs
15) Research: The teacher refines instructional practices informed by critical
consideration of relevant research and by the application of action research as
an ongoing aspect of practice. CO: 3
16) Democratic Classroom: The teacher guides
students toward involvement in activities that provide skills and dispositions
to fulfill the roles of a citizen engaged in pursuing the ideals of
democracy. CO: 5
17) Philosophical
Orientation:
The teacher studies initiatives, patterns, trends and policies for their
philosophical underpinnings as part of a continuing assessment of the efficacy
of those underpinnings. CO:1,6
18) Integrity: The teacher pursues her/his professional practices with a strong
sense of mission beyond keeping a job, and with a keen sense of ethical
integrity. CO:
19) Philosophical Pragmatism: The teacher maintains an
intellectual spiral in which practices are improved by conceptual refinements,
which are in turn refined by assessing the results of implementations over
time. CO: 3
¨
For Advanced Certification
Programs
20) Modeling and Mentoring: The teacher both models
best practices and accepts responsibility to mentor new and veteran teachers.
CO:
21) Professional Discourse: The teacher participates
actively in the professional discourses related to the field of
certification--at the school and in regional and national venues. CO:
22) Proactive Involvement: The teacher takes advantage of opportunities to
influence the school toward curricula, instructional practices, policies and
professional climate which result in students acquiring more durable knowledge
and skills and in-depth understanding, as well as positive dispositions toward
learning. CO:
Dispositions for All
Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the following
dispositions as defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks critically about
theory and method; keeps current in discipline (conferences, journals,
classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection, done frequently and
honestly; considers many possibilities for problem solutions; stays open to
constructive criticism.
Proactive: Anticipates problems in management; anticipates problems and
difficulties in instruction; addresses pertinent issues of school and community
to support student learning; encourages students’ critical thinking, problem
solving, and creativity; plans for important student learning; fosters
visionary thinking and action; promotes mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal with problems and
able to make decisions; promotes equitable treatment for all students; has high
expectations for all students; seeks best interest of students they serve;
open-minded; able to view other perspectives; accommodates individual
differences; culturally sensitive in areas of communications, learning,
assessment, and cultural norms; collaborates well with others; works for the
good of the community.
Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositio