Approve
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Name:
Anna Luci Wymer
Submission Date: 11/29/2011
Organization: Admin Affairs & Graduate Education
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU002571
Date: 16-AUG-11
Level: 2.00 of 2.00
Currently On The Worklist Of: Nancy Barbour, nbarbour
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Establish
Faculty member submitting this proposal: Tricia Niesz
Requested Effective Term: 201280
Campus: Kent
College: EH-Education, Health and Human Services
Department: FLA-Foundations, Leadership and Administration
Course Subject: EVAL-Evaluation and Measurement
Course Number: 75610
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: Graduate
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): Doctoral standing
Corequisites (edited):
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
Topic Description
2
Purpose of Assessment and Grading
Practices & Reporting: Understand
historical and contemporary views of
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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.
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.
Connecting Assessment to
Instructional Purposes: Create an
audit of classroom assessments and
assessment procedures
Connecting Assessment to
Instructional Purposes: Create
assessment frameworks for the
classroom that include the 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: In addition to the writing required in smaller assignments and assessments, PhD students will have
a major writing assignment in the form of a term paper based on research into one topic in the area of classroom
assessment.
Instructor(s) expected to teach: Aryn Karpinski; Shawn Fitzgerald
Instructor(s) contributing to content: Shawn Fitzgerald
Proposal Summary
Explain the purpose for this proposal:
https://workflow.kent.edu/ccu/approve.aspx
11/29/2011
Approve
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This course has been offered for 3 years as an elective special topics course with course enrollments exceeding capacity
when offered. The course has been restricted to evaluation and measurement 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 would help fill a void in our
program and beyond for this content.
Explain how this proposal affects program requirements and students in your unit:
This course would be an elective taken by doctoral students in our program.
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 doctoral 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
Comments:
Date
11/13/2011
Return To Initiator
Return To Prior Approver
User
Tricia Marie Niesz-Kutsch
Deny
Comment
No comments available.
History:
Date
User
Status
11/15/2011 Shawn M Fitzgerald
Approved
11/13/2011 Tricia Marie Niesz-Kutsch Submitted
https://workflow.kent.edu/ccu/approve.aspx
11/29/2011