(EDI 637) Assessment: K-12 Models and Practices
Syllabus of Record
Catalog Description: Study of standardized and authentic assessments used in K-12 classrooms.
Students will define intended learning outcomes, select and construct assessment instruments, evaluate reliability and validity of varied instruments and understand current theory, problems, trends, and issues of assessment. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic
Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.
Unit and Program Standards:
CommonUnit Standard: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards – National Board for Professional Teaching Standards (NBPTS)
Course Standards:
NBPTS Proposition #1 – Teachers Are Committed to Students and Their Learning
 Recognize student differences and adjust practice
 Understand how students develop and learn
 Treat student equitability
 Mission extends beyond developing cognitive capacity
 Common Course Assessment: Assessment Construction Project
NBPTS Proposition #4 – Teachers think systematically about their practice
 Make difficult choices that affect their judgment
 Seek advice of others, draw on research and others to improve their practice.
 Common Course Assessment: Assessment Position Paper
Course Standards and Assessments:

 Assessment Construction Project
 Assessment Position Paper
Major Topics:
 Understanding the nature and purposes of educational measurement and assessment.
 Defining intended learning outcomes. What is achievement? What is worth teaching and assessing? How should it be assessed?
 Constructing forms of objectively-scored test items, multiple-choice and matching items.
 Constructing and scoring essay items.
 Planning and constructing performance assessments.
 Scoring performance assessments: Checklists, rating scales, and rubrics.
 Using portfolios to assess student performance.
 Assessing thinking and reasoning skills.
 Assessing affective outcomes.
 Understanding statistics used in educational measurement.
 Estimating the reliability and validity of test scores and assessments.
 Interpreting and reporting test scores.
Course Knowledge Base:
Costa, A., & Kallick, B. (Eds.) (2000) Assessing and reporting. Alexandria, VA: Association of
Supervision and Curriculum Development.
Langer, G.M., Bernstein Colton, A., & Goff, L.S. (2003). Collaborative analysis of student work:
Improving teaching and learning. Alexandria, VA: Association of Supervision and Curriculum
Development.
Marzano, R.J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance
assessment using the dimensions of learning model. Alexandria, VA: Association of
Supervision and Curriculum Development.
Marzano, R.J. (2000). Transforming classroom grading. Alexandria, VA: Association of Supervision and Curriculum Development.
Osborne, N.M. (1998). Rubrics for elementary assessment. Livonia, MI: Osborne Press.
Popham, W.J. (2003). Test better, teach better: The instructional role of assessment. Alexandria,
VA: Association of Supervision and Curriculum Development.
Popham, W. J. (2007). Classroom assessment: What teachers need to know. Upper Saddle River,
NJ: Allyn & Bacon.
Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organizer: Succeeding with portfolios
in your classroom. Alexandria, VA: Association of Supervision and Curriculum Development.
Stiggins, R. J. (2004). Student-involved classroom assessment (4th Edition). Upper Saddle River,
NJ: Prentice Hall.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student
learning. Portland, OR: Educational Testing Services.
Tucker, P.D., & Stronge, J.H. (2005). Linking teacher evaluation and student learning. Alexandria,
VA: Association of Supervision and Curriculum Development.

Wahlstrom, D. (2005). Designing high-quality paper-and-pencil tests. Suffolk, VA: Successline,
Inc.