FLORIDA STATE COLLEGE AT JACKSONVILLE
COLLEGE CREDIT COURSE OUTLINE
COURSE NUMBER:
RED 4511
COURSE TITLE:
Linking Literacy and Assessment
PREREQUISITE(S):
CHD 2330
COREQUISITE(S):
None
CREDIT HOURS:
3
CONTACT HOURS/WEEK:
3
CONTACT HOUR BREAKDOWN:
Lecture/Discussion:
3
Laboratory:
Other __________:
FACULTY WORKLOAD POINTS:
3
STANDARDIZED CLASS SIZE
ALLOCATION:
35
CATALOG COURSE DESCRIPTION:
This course will prepare pre-service teachers to use multiple assessment measures to assess students’
strengths and needs in literacy learning. Based on individual student profiles, pre-service teachers will design
instruction to enhance literacy development.
SUGGESTED TEXT(S):
Gillet, J. W., Temple, C., Crawford. Understanding
Reading Problems: Assessment and Instruction
(Current ed.). New York: Longman.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F.
(current edition). Words their way: Word study for phonics,
vocabulary, and spelling. Upper Saddle River, NJ:
Prentice-Hall, Inc.
IMPLEMENTATION DATE:
Spring Term, 2013 (20132) – Proposal 2012-103
REVIEW OR MODIFICATION DATE:
Fall Term, 2015 (20161) – Outline Review 14-15
1
COURSE TOPICS
CONTACT HOURS
PER TOPIC
I.
Purposes of assessment tools
A. Assessing for instructional decisions in the classroom
To monitor growth of children’s reading and writing
o Emergent readers/writers
o Beginning readers/writers
o Fluent readers/writers
To analyze achievement patterns of children in order to
determine strategies they employ and understandings they hold
Use of gathered information to plan appropriate instruction
B. Assessing for instructional decisions at the school and district level
To monitor growth of achievement across the grade levels
To assess the effectiveness of the curriculum
C. Assessing the literacy program
Program components of a literacy program
o E.g.,
o Independent reading and writing, guided reading and writing,
shared reading and writing components
o Regular interaction or transaction with text
o Choice, structure, time, response, community, self-evaluation
Environment and management
Assumptions underpinning programs and instruction
D. Self-Assessment
Children evaluating their own reading and writing
Portfolio reflections
Interviews
E. Merger of assessment, instruction
Rubrics
Checklists of reading and writing growth (progressions)
Performance Assessment
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II.
Designs of assessment tools (including assumptions about learning
that underpin the various designs).
A. Norm Referenced, standardized testing
Bell Curve
Statistical data
Decontextualized product analysis
B. Criterion Referenced Testing
Curriculum based measures
Standards based measures
C. Contextualized product and processes analysis
Journals and other writing samples
Miscue analysis—Running records (reading samples)
Observational
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2
COURSE TOPICS (Continued)
CONTACT HOURS
PER TOPIC
Benchmarks for emergent, developing and fluent readers and writers
Anecdotal record keeping
Informal Reading inventories
D. “Diagnostic” assessments – learning about learning disabilities
The use of standardized testing and informal testing to determine
disabilities
Interpretation of scores
Validity, reliability, bias
Use of formal standardized measures in evaluating children for
special education – interpreting the results
E. Performance based measures
“Understanding by Design”
III.
Specific Assessment Tools, procedures for administering, gathering
information, and interpreting.
A. Processes and Products:
Running records (fluency, cueing systems used, level)
Continuums
Concept of Word
o Spelling
o Onset and Rime
o Word Analysis
o Phonics instruction
o Measures of auditory analysis
o DIBELS
Composition
Informal Reading Inventory
Dynamic assessment
Story book reading
Concepts of Print
Speech to print match
Think aloud
Alphabet survey
Comprehension
Anecdotal records
Checklists, interviews
B. Standardized (familiarity with)
Diagnostic Assessment of Reading
Gray Oral Reading
WISC-III
Woodcock Reading Mastery Test
Peabody Picture Vocabulary Test, Achievement Tests
Terminology and concepts associated with:
7
3
COURSE TOPICS (Continued)
CONTACT HOURS
PER TOPIC
 Bell curve, statistical concepts, decontextualized product analysis, validity, reliability, bias, …
Uses in special education
 Ability/achievement discrepancies and modality testing…
C. Performance and criteria based
Using Understanding by Design
State Standards in reading and writing
IV. Evaluating Instructional Programs
A. Components of a literacy program
B. Elements of a literacy program
C. Research on effective literacy programs
D. Core Reading Programs
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V. Using assessment data to plan instruction
A. Analyzing assessment data – finding patterns
B. When learning to read and write is difficult
C. Planning instruction
Zone of Proximal Development
Matching instructional strategies and methodologies
• Epistemology
• Instructional materials
• Grouping patterns
Choice, structure, time, response, community, self-evaluation
6
VI. Communicating assessment data, analysis, interpretation and subsequent
6
instructional plans
A. Oral communication during conferences
B. Use of visual representation to enhance communication (use of technology)
C. Written reports
VII. Evaluating assessment practices
A. Fairness and Consistency
B. Ethics of Assessment
C. Converging evidence (triangulation)
D. Validity, reliability, bias, issues with the Bell Curve
E. Epistemological assumptions that underpin testing practices
6
4
Florida State College at Jacksonville
Course Learning Outcomes and Assessment
SECTION 1
Semester Credit Hours (Credit):
Contact Hours (Workforce):
Course Prefix and Number:
RED 4511
Course Title:
Linking Literacy and Assessment
3
SECTION 2a (To be completed for General Education courses only.)
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
General Education Core (If selected, core discipline area will be identified in Section 4.)
General Education (If selected, you must also complete Section 4, Section 5, and Section 8)
SECTION 2b
TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)
A.A. Elective
A.S. Required Course
A.S. Professional Elective
A.A.S. Required Course
A.A.S. Professional Elective
Technical Certificate
PSAV/Clock Hour/Workforce
Development Education
Apprenticeship
X Upper Division/Bachelors
Other:
If selected, use this space to title “other” option.
SECTION 3
INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)
X
Reading
X
Speaking
X
Writing
X
Listening
X
Critical Analysis
X
Qualitative Skills
Information
Literacy
X
Ethical Judgement
X
Scientific Method of
Inquiry
Working
Collaboratively
SECTION 4 (To be completed for General Education courses only.)
GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)
Communications
Social and Behavioral Sciences
Humanities
Mathematics
Natural Sciences
SECTION 5 (To be completed for General Education courses only.)
GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)
Communication
Critical Thinking
Information Literacy
Scientific and Quantitative Reasoning
Global Sociocultural Responsibility
SECTION 6
LEARNING OUTCOMES
TYPE OF OUTCOME
(General Education,
Course or Program)
Understand and apply measurement
concepts and characteristics of reading
assessments. (Florida Reading Competency
3 - 3.1)
Course
Understand the purposes of various informal
assessments (e.g., informal reading
inventories, analyzing writing samples)
including an emphasis on matching reader to
text. (Florida Reading Competency 3 - 3.2)
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
5
SECTION 6 (Continued)
LEARNING OUTCOMES
Understand the purpose of various formal
assessments including the differences
between norm-referenced and criterionreferenced assessments and how to interpret
data reports. (Florida Reading Competency 3
- 3.3)
Understand the meaning of test reliability,
validity, and standard error of measurement
and describe major types of derived scores
from standardized tests. (Florida Reading
Competency 3 - 3.4)
Demonstrate knowledge of the
characteristics, administration, and
interpretation of both quantitative and
qualitative instructional assessments (to
include each of the following: screening,
progress monitoring, diagnosis and outcome
measures) (Florida Reading Competency 3 3.5)
Analyze data to identify trends that indicate
adequate progress in student reading
development. (Florida Reading Competency
3 - 3.6)
Understand how to use data within a
systematic problem solving process to
differentiate instruction, intensify intervention
and meet the needs of all students. (e.g.,
grouping practices, appropriate curriculum
materials). (Florida Reading Competency 3 3.7)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Identify appropriate criteria for selecting
materials to include in portfolios for monitoring
student progress over time. (Florida Reading
Competency 3 - 3.8)
Course
Identify interpretive issues that may arise
when assessments in English are used to
measure reading proficiency in English
language learners. (Florida Reading
Competency 3 - 3.9)
Course
Identify appropriate assessments and
accommodations for monitoring reading
progress of all students. (Florida Reading
Competency 3 - 3.10)
Course
Identify and implement appropriate and
allowable accommodations as specified in the
Individual Education Plan or 504 Plan when
assessing students with disabilities in the area
of reading. (Florida Reading Competency 3 3.11)
METHOD OF ASSESSMENT
Course
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
6
SECTION 6 (Continued)
LEARNING OUTCOMES
Evaluate appropriate classroom
organizational formats (e.g., literature circles,
small groups, individuals, workshops, reading
centers, multiage groups) for specific
instructional objectives. (Florida PreK/Primary Subject Area Competencies and
Skills -10.11)
TYPE OF OUTCOME
(General Education,
Course or Program)
Course
METHOD OF ASSESSMENT
Methods of assessment can include quizzes,
exams, writing assignments, discussions,
teacher observation of students, lesson plan
development, group projects, program
portfolio, rubrics, or written presentations.
SECTION 7
Faculty name(s):
Kathlene Holmes
Date:
April 20, 2012
CS20150615
7