Name: Hilda A Pettit 11/22/2011
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
Reference Number:
Level: 2.00
of 2.00
CCU002572 Date: 16-AUG-11
Currently On The Worklist Of:
Owner: Office of Curriculum Services , 330-672-8558 or 330-672-8559 , curriculum@kent.edu
Joanne Arhar ,
STU0004 jarhar
Basic Course Data
Change type: Establish
Faculty member submitting this proposal: Tricia Niesz
Requested Effective Term: 201280
Submission
Date:
Campus: Kent
College: EH-Education, Health and Human Services
Department: FLA-Foundations, Leadership and Administration
Course Subject: EVAL-Evaluation and Measurement
Course Number: 45610
Course Title: Classroom Assessment
Title Abbreviation: Classroom Assessment
Slash Course and Cross-list Information: EVAL 45610 + EVAL 55610 + EVAL 75610
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1. 2. 3.
Can this course be repeated for credit: No
Repeat
Course Limit: OR Maximum Hours:
Course Level: Undergraduate Grade Rule: B-Standard letter
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2. 3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description:
Catalog Description (edited): Instruction on contemporary and classic theories and issues in classroom assessment.
Students will learn about the purposes and strengths of informal and formal, traditional and alternative approaches to classroom assessment. Students will examine both selected response assessments and constructed response assessments, develop assessment frameworks, identify alternative models of assessments, evaluate best practices in classroom assessment, and discuss respective advantages and disadvantages of multiple kinds of assessments.
Prerequisites (edited): None
Corequisites (edited):
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours per Course
Topic
Topic Description
Purpose of Assessment and Grading

2
2
6
6
6
6
6
Practices & Reporting: Understand historical and contemporary views of assessment and the purpose of assessment
Purpose of Assessment and Grading
Practices & Reporting: Understand appropriate classroom grading and reporting practices
Creating and Using Selected Response
Questions-Considerations and Design:
Explore key considerations when designing selected response questions and discover the benefits and limitations of these types of assessments.
Creating and Using Constructed
Response Questions-Considerations and Design: Explore key considerations when designing constructed response questions and discover the benefits and limitations of these types of assessments.
Design and Scoring Considerations for
Performance and Portfolio
Assessment: Examine key considerations when designing and scoring performance and portfolio assessment.
Reliability in Assessment and Testing:
Explore the role of various forms of reliability in assessment practices including stability reliability, alternateform reliability, and internal consistency reliability.
Validity in Assessment and Testing:
Explore the role of validity in assessment and testing practices including content validity, criterion validity, and construct validity of teacher made assessments.
3
Understanding Standardized Test
Scores: Compare and contrast the most common metrics used in education to report test scores including grade equivalent scores, percentiles, and scale scores.
4
Connecting Assessment to
Instructional Purposes: Create an audit of classroom assessments and assessment procedures
Connecting Assessment to
Instructional Purposes: Create assessment frameworks (procedures) for the classroom that include the
4 processes for: creating assessment, improving assessments, assessment
FOR learning, re-teaching, reassessing, data analysis, etc.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: James Popham Classroom Assessment: What Teachers Need to Know
Writing Expectations: Writing expectations for undergraduate students include weekly assignments and written parts of course assessments. There are no extensive writing assignments.
Instructor(s) expected to teach: Aryn Karpinski; Shawn Fitzgerald
Instructor(s) contributing to content: Shawn Fitzgerald
Proposal Summary

Explain the purpose for this proposal:
This course has been offered for 3 years as an elective special topics course at the graduate level, with course enrollments exceeding capacity when offered. The course has been restricted to evaluation and measurement graduate cohorts and doctoral students. Demand for this content goes beyond those studying in the field of evaluation and measurement and is a course traditionally offered to education graduate and undergraduate students at most universities. Offering this as an elective at the undergraduate level would allow future teachers and other pre-service and in-service education professionals to better understand the fundamentals of classroom assessment and improve their assessment practices.
Explain how this proposal affects program requirements and students in your unit:
This would be our first undergraduate course offering. It would be offered as an elective open to undergraduates throughout the college and university.
Explain how this proposal affects courses, program requirements and student in other units:
As an elective it could serve as a valuable resource to others should they feel exposure to such content could assist in their professional development. We are currently proposing an undergraduate, master's, and doctoral version of this course.
However, it is important to note that the undergraduate and doctoral course will not be offered at the same time. Instead, the undergraduate course will either stand alone or be cross-listed with the master's course.
Explain how this proposal affects enrollment and staffing:
This course would not have a negative impact enrollment in other courses as it would be an elective. Depending on scheduling, staffing would be addressed with highly qualified adjuncts or full-time faculty. Within our program several faculty can teach this course (Karpinski, Schenker, Fitzgerald) and we have had two adjuncts teach this course in the past
(Ughrin, Lipnos).
Units consulted (other departments, programs or campuses affected by the proposal):
Our program faculty members discussed and approved the establishment of this course. Individual faculty members voted to approve the establishment of the course on July 21st, 2011 (Fitzgerald, Karpinski, Niesz) and July 25th, 2011
(Schenker).
Comments (500 Character Maximum):
NOTE: Please do not use the following restricted characters: (~ * / \ --)
Approve Return To Initiator Return To Prior Approver
Comments:
Date User Comment
11/13/2011 Tricia Marie Niesz-Kutsch
History:
Date User Status
No comments available.
11/15/2011 Shawn M Fitzgerald Approved
11/13/2011 Tricia Marie Niesz-Kutsch Submitted
Deny