KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:_Educational Assessment & Measurement
Certificate Program
DEPARTMENT:__Secondary & Middle Grades Education _______________________________
PROPOSED EFFECTIVE DATE: __Fall 2010___________________________________________
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
__X___New Concentration Proposal
I – VII, XII
(This program is actually a new certificate program, but no form exists with that option.)
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Graduate Certificate in Educational Assessment and Measurement
Kennesaw State University
1/20/2010
Secondary and Middle Grades
Educational Leadership
Bagwell College of Education
Proposed Start Date:
CIP: Fall 2010
Page 2 of 22
I.
Program Description
Unique Aspects of Program
Teachers and other school leaders are challenged daily to use data in a systematic way to
improve the quality of teaching and learning in public schools. As state and national leaders
stress the importance of accountability, these demands have sky-rocketed as stakeholders
frequently question the performance levels of students and schools. In the classroom, teachers
are challenged daily to meet the needs of all students and meeting those unique needs also
suggests differentiated assessment for learning in these classrooms.
Yet a survey of the two largest teacher education programs in Georgia located only one required
undergraduate course in assessment and classroom learning at the elementary level and none at
the middle/secondary level. Reviewing MAT and MED graduate programs culled only one
elective course in literacy assessment for English educators, and one required MED general
offering in evaluation at the secondary and middle level.
This proposed three-course graduate certificate sequence will examine educational assessment
at the classroom, school, and state/national level. In EDUC 7705, Classroom Assessment and
Measurement in the Content Area, teacher candidates focus on planning, constructing, analyzing,
and applying educational assessment to document graduate teacher candidate performance for
classroom instructional and accountability purposes. In EDL 7305, Data Analysis and School
Improvement, educators learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to produce teacher
leaders who effectively collect, analyze and use data to improve schools through successfully
demonstrated change models. Finally, in EDUC 7110, Principles, Trends, and Issues in
Standardized Educational Testing, graduate educators focus on the basics of large-scale
educational testing. This course is designed for master level students without extensive
mathematical training and covers such topics such as the evolution of testing in the US, test
domains, sampling, population, measurement error, reliability, validity, score inflation, factors
influencing scale scores, scaling, test statistics, performance-based statistics, growth models of
teacher accountability and bias.
Institutional Importance of the Program and Strategic Plan
Kennesaw State University’s vision is to be one of the best learning-centered comprehensive
universities in the nation. The proposed assessment certificate supports this vision and the
academic priorities articulated in Kennesaw State University’s Strategic Plan. Goal 1 is to
enhance and expand academic programs and delivery by adding programs that are strategically
important to the local community, to Georgia, and to the nation at both the undergraduate and
graduate levels. This assessment certificate is meeting a critical need in the local community,
state, and nation. The effective use of data to improve P-12 schools is a national initiative that
states and local districts are struggling to implement. The problem is not a lack of data, but
knowing what to do with the data you have. This assessment certificate teaches educators how to
use data to meet the needs of diverse learners.
Page 3 of 22
System and State of Georgia Goals
The state of Georgia recently rolled out a comprehensive 460 million dollar “Race to the Top”
strategy to support new approaches to improve schools. The fund is available in the form of
competitive grants to encourage and reward states that are creating conditions for education
innovation and reform, specifically implementing ambitious plans in four education reform
areas:




Adopting standards and assessments that prepare students to succeed in college and the
workplace and to compete in the global economy;
Building data systems that measure student growth and success, and inform teachers and
principals about how they can improve instruction;
Recruiting, preparing, rewarding, and retaining effective teachers and principals,
especially where they are needed most; and
Turning around our lowest-achieving schools.
“I applaud Education Secretary Arne Duncan for encouraging states to take bold steps forward in
these four areas, and I believe Georgia is in an incredibly strong position to compete and win this
race. The goals of Race to the Top are very well aligned to the direction Georgia has been
moving in education policy,” said Governor Perdue. “Through strong partnerships with diverse
districts around the state, Georgia will be able to further develop innovative ways to continue
improving student achievement.”
Georgia’s application was prepared through strong partnership between the Governor’s Office,
the Office of Student Achievement, the Georgia Department of Education and education
stakeholders. Four working groups and a fifth critical feedback team consisting of teachers,
principals, superintendents, higher education faculty, non-profit and informal education
organizations, state policy makers, and members of the business and philanthropic communities
developed the ideas for inclusion in the state’s application.
Recommendations focus on strengthening traditional and alternative preparation programs for
teachers and leaders, supporting teachers more effectively in the classroom, evaluating teachers
and leaders with consistent and objective criteria that inform instruction, and rewarding great
teachers and leaders with performance-based monetary bonuses.
The application also calls for Georgia to adopt and implement common curricular standards and
internationally-benchmarked assessments that indicate Georgia’s ability to compete within a
globally-connected economy.
Twenty-three local school districts have signed on to partner with the state in implementing
Georgia’s Race to the Top plan. These districts, which make up 41 percent of public school
students in Georgia, include: Atlanta, Ben Hill, Bibb, Burke, Carrolton, Chatham, Cherokee,
Clayton, DeKalb, Dougherty, Gainesville, Gwinnett, Hall, Henry, Jones, Meriwether, Muscogee,
Rabun, Richmond, Rockdale, Spalding, Valdosta and White.
Page 4 of 22
The state will work closely with these systems to implement the ideas contained in the
application. Fifty percent of the funds awarded to Georgia will be distributed to the local partners
to meaningfully enact the Race to the Top reforms. The state will study the effectiveness of these
practices to identify and scale up those that prove to be effective.
The U.S. Department of Education estimates that round one winners will be announced in April
2010. Forty states and the District of Columbia submitted Race to the Top applications.
The Bill and Melinda Gates Foundation selected 15 states, including Georgia, to benefit from
technical assistance for RT3 application development. The states were selected based on how
well poised they are to win Race to the Top based on progress in education policy and reform.
Georgia partnered with The Parthenon Group, a consulting firm based in Boston, which
specializes in part in education reform.
Georgia’s entire application can be viewed at
http://gov.georgia.gov/00/press/detail/0,2668,78006749_154885747_155733684,00.html.
Staffing, Facilities and Enrollment
Presently, two of the three proposed courses in this certificate program are taught annually in the
Secondary and Middle Grades Department and the Educational Leadership Department. The
third course is new and would be offered annually as well. This one course does not significantly
impact either department. In fact, with the enrollment down in the Educational Leadership
Department because of legislative actions, this new offering is very much needed. Enrollment
will be enhanced the first two years by targeted advertising related to the 8.7 million dollar
Teacher Quality Partnership Grant with Kennesaw State University and Cobb County School
District. This grant emphasizes assessment and measurement and teachers in the grant area
schools will be encouraged to enroll in this program.
II. Objectives of the Certification
EDUC 7705
General Objective: 1. The graduate teacher candidate will demonstrate an understanding
of the components of assessment.
Specific Objectives: The graduate teacher candidate will
a. be able to recall basic definitions of assessment, measurement, evaluation and
test.
b. differentiate between criterion-reference measurement and norm-reference
measurement.
c. construct adequate objectives, both general and specific.
Assessment: Formal Examination
Applied Assignment #1 (Individually shared and collaboratively shared)
Page 5 of 22
KSU M.Ed
CPI
Outcome 2
NBPTS
Link
Core 3
General Objective #2: The graduate teacher candidate will construct a traditional
assessment instrument with particular attention paid to utilizing sound guidelines for writing
true/false, multiple-choice, and higher-order multiple-choice questions.
Outcome 2
Specific Objectives: The graduate teacher candidate will
a. demonstrate the use of the overall objective of a table of specifications.
b. apply the categories of the Taxonomy of Educational Outcomes.
c. analyze the criteria for evaluating measurement instruments.
d. recall the guidelines for writing test items: supply, true-false, essay, multiple
choice, and matching items.
e. apply specific suggestions for writing test items: supply, true-false, essay,
multiple choice, and matching items.
f. calculate item discrimination indexes for the items of a test.
g. interpret item analysis data for distractors of multiple-choice items in terms of
the direction and extent to which a distractor discriminates.
h. calculate item difficulty indexes for items of a test.
h. interpret item difficulty indexes.
i. make appropriate suggestions for the revision or reuse of an item on the basis of
item analysis data.
Assessment:
Test Construction Project
Applied Homework Assignments #2,#3,
General Objective #3: The graduate teacher candidate will be able to recognize and utilize Outcome 1
fundamental statistical procedures.
Specific Objectives: The graduate teacher candidate will be able to
a. recognize the characteristics of a frequency distribution and frequency
polygons.
b. recognize the characteristics of percentiles.
d. interpret percentiles.
e. recognize the characteristics of percentile ranks.
f. interpret percentile ranks.
g. calculate percentile ranks.
h. find ranks for a given set of scores.
j. recognize the characteristics of a mean.
l. recognize the relationship between the mean and median for distributions of
different shapes.
m. recognize the relationship of the range to the standard deviation.
o. recognize the characteristics of the standard deviation and its square, the
variance.
p. interpret standard deviations as measures of dispersion.
q. recognize the characteristics of the normal curve.
r. recognize the characteristics of derived scores.
s. recognize the characteristics of standard scores.
u. interpret z-scores.
v. calculate standard scores that have a mean of 50 and a standard deviation of
10.
Page 6 of 22
Core 3
Core 3
w. interpret standard scores having a mean of 50 and a standard deviation of 10.
x. recognize the characteristics of a correlation coefficient.
y. interpret a correlation coefficient.,
Assessment:
Formal Examination
Homework Applications #4-5
Presentation
General Objective #4: The graduate teacher candidate will be able to identify and utilize
various methods of estimating and factors influencing instrument reliability.
Specific Objectives: The graduate teacher candidate will be able to
a. recognize the role of the concept of reliability in evaluating tests.
b. recognize appropriate interpretations of reliability coefficients.
c. recognize the relationships among observed scores, true scores, and errors of
measurement.
Assessment: Homework Application #5-6
Formal Examination
General Objective #9: The graduate candidate will demonstrate and employ formative
Outcome 2
assessment strategies that systematically guide instruction and learning in the classroom.
General Objective #10: The graduate candidate will use formative and unit summative
Outcome 2
assessments to
1) determine the effect of instruction on all your students’ learning;
2) guide decisions about future instruction and plans to improve upon every student’s
performance.
Assessment: Impact in Student Learning
EDUC 7710
Core 3
Core 3
KSU M.Ed
CPI
NBPTS
Link
Core 3
Outcome 2
Core 3
General Objective: 1. The graduate teacher candidate will demonstrate an understanding
of the most important factor in testing, validity, and be able to explain what is meant by the
statement, “ a test is not valid or invalid, it is the inference drawn from the score that is
valid or invalid.
Specific Objectives: The graduate teacher candidate will be able to describe and locate
instances of (in the three tests employed in this course): consequential validity, content
vaaldity, convergent validity, discriminate validity, score inflation, and bias.
Assessment: Formal Examination
General Objective #2: The graduate candidate will be able to outline major shifts in
American testing requirements beginning in the 1960s. The candidate will be able to link
these differing tests and the political influence brought to bear on these tests.
Assessment: Formal Examination and Short Paper (5-page)
Page 7 of 22
General Objective #4: The graduate teacher candidate will be able to identify and utilize
various methods of estimating and factors influencing instrument reliability.
Specific Objectives: The graduate teacher candidate will be able to
a. recognize the role of the concept of reliability in evaluating tests.
b. recognize appropriate interpretations of reliability coefficients.
c. recognize the relationships among observed scores, true scores, and errors of
measurement.
Assessment: Homework Application
Formal Examination
General Objective # 5. The graduate teacher candidate will be able to identify and utilize
various approaches to establish the validity of measuring devices.
Specific Objectives: The graduate teacher candidate will be able to
a. recognize the role of the concept of validity in evaluating tests.
b. recognize the relationships among reliability, validity, and item analysis.
c. select an appropriate procedure to obtain evidence of a specific type of
validity.
Assessment:
Formal Examination
General Objective #6: The graduate teacher candidate will demonstrate critical reflection Outcome 3,
on the use and misuses of today’s high-stakes tests and be able to communicate this
Outcome 1
knowledge to others, including colleagues, parents and graduate teacher candidates.
Particular attention will be paid to recent research to increase demonstrating a link between
parental involvement and higher student achievement. The teacher candidate will include
in their test project definite strategies to improve this involvement.
Assessment:
Formal Examination
Test Construction Project
General Objective #7: The graduate teacher candidate will recognize, detect, and control
Outcome 2
measurement bias in testing and become familiar with techniques to ensure multicultural
validity. Particular attention will be paid to test bias and student achievement in urban-high
needs schools.
Assessment:
Formal Examination
Test Project Assignment
General Objective #8: The graduate teacher candidate will write descriptively,
analytically, and reflectively.
Assessment:
All written assignments
General Objective #9: The graduate teacher candidate will work collaboratively and
provide feedback to peers.
Assessment:
Professionalism Evaluation
Page 8 of 22
Core 5, 4
Core 1, 4
Outcome 3
Core
propositio
ns 4 and 5
Outcome 3
Core
propositio
ns 4 and 5
General Objective #10: The graduate teacher candidate will follow institutional policies
and professional guidelines of academic honesty, and exhibits professional behavior in
interactions with professors and colleagues.
Assessment
Peer and Professor Feedback
Outcome 3
Core
propositio
ns 4 and 5
EDL 7305
BOR
Ten Strands
PSC/
NCATE
Standards
1.Use action research to review performance data and student work to refine curriculum
implementation and innovation.
1f
2e
2.Engage teachers in the use of assessment data to design and adjust instruction to maximize
student learning and achievement.
3a
1a
1b
3.Engage teachers in the collaborative analysis of assessment data to plan for continuous
improvement for each student, subgroup of students, and the school as a whole.
3f
1a
1c
1d
2e
4a
1a
1b
1c
1d
2a
2d
2e
1b
2a
2d
2e
2d
2e
4. Systematically collect and analyze multiple sources of data and use them to: Identify
improvement needs; Determine root causes of performance problems; Determine a course of
action; Monitor progress at frequent and regular intervals; Celebrate accomplishments.
5.Develop an appropriate presentation for an internal/external audience based on analysis of
multiple sources of data.
6.Analyze data from multiple sources to inform a decision about curriculum, assessment,
and instruction.
7.Analyze data from multiple sources (including attention to WIDA standards) for
comprehensive school improvement planning.
8. Use technology tools for data analysis.
9. Select or develop and use instruments designed to analyze beliefs, processes, and
structures in a school or district that support or impede rigor in teaching and learning.
4b
10. Develop action plans to address the results of an analysis of the school or system
culture.
5b
Page 9 of 22
4c
4d
4e
5a
2a
2d
2e
2d
2e
11. Lead teachers to accept collective responsibility for school improvement and the
learning and achievement of all students.
5f
12. Lead the collaborative development or revision of the vision, mission, and values/beliefs
that will guide and inform the continuous improvement.
7a
13. Link individual and organizational goals, performance, and results.
7b
14. Develop measurable school-wide, grade-level, and teacher goals that focus on student
achievement.
7c
15. Monitor the implementation of the school improvement or strategic plan and its impact
on student achievement using an accountability system.
7d
16. Use appropriate performance management tools and processes to plan, measure, monitor
and communicate about improvement
17. Identify and address barriers to leader, faculty and staff performance.
18. Provide interventions to address underperformance of leaders, faculty and staff.
7e
7f
7g
19. Identify and map core school/system processes and plan for their improvement.
7h
20. Lead the analysis of school processes to determine their impact on learning time and
plan for their improvement.
7i
21. Develop and implement high performance teams, such as school improvement teams, to
improve school processes and performance.
7j
22. Use improvement results to make recommendations for continuation and/or
modification of plans and processes.
7k
23. Manage operations within the structure of Georgia public education rules, regulations,
and laws and the Georgia Code of Ethics for Educators.
8b
Page 10 of 22
1a
1b
1c
1d
2a
2b
2c
2d
2e
1a
1b
1c
1d
1c
1d
2a
3c
2d
2e
2d
2e
3c
2d
2e
3c
2d
2e
2b
3c
3d
2d
2e
3c
1a
1c
1d
2a
2d
2e
3c
3a
3b
24. Develop and lead communication strategies to support the school’s goals and student
achievement.
10a
25. Actively engage parents, community, and other stakeholders in school decision-making
and problem-solving processes to have a positive effect on student learning and to achieve
the system’s vision.
10c
26. Establish mechanisms and structures for continuous feedback from all stakeholders and
use feedback for continuous improvement.
10e
27. Mobilize community resources to strengthen schools, families and student learning.
10f
28. Develop and implement a plan that influences the larger political, social, economic,
legal, and cultural context to advance student and teacher success.
10k
III.
Justification and Need for the Program

Appropriate specialization
This assessment certificate program is designed to challenge candidates at an advanced
level of achievement in educational assessment and measurement. Courses are focused on
using data effectively to improve learning in P-12 schools. Program completers will be
prepared to serve as data coaches in their schools, to lead data teams through a process of
collaborative inquiry, and to influence the culture of schools to be one in which data are
used continuously, collaboratively, and effectively to improve teaching and learning.
Additionally, program candidates will implement research-based instructional
improvements linked to goals, and monitor interim and long-term progress towards those
goals.

Quantity of graduates
The program plans to start a cohort of 25 students the first year. After one year, the
program can be expanded to admit up to two cohorts each year. The program will
eventually have approximately 40-50 completers per year.
Page 11 of 22
1a
1b
1c
1d
4a
4d
1d
4a
4b
4c
4d
1d
2e
4b
4d
4c
6a
6b
6c

FY
1
1
Productivity
The following chart illustrates projected enrollment and FTE generation over the first
fiscal year of program operations.
Semester
CREDIT HOURS GENERATED FY 1
Number of
Courses
Candidates
Fall – C1
EDUC 7705
25
3
75
EDL 7305/ITEC 7305
25
3
75
EDUC 7110
25
3
FISCAL YEAR #1 CREDIT HOUR GENERATION TOTALS
75
225
Spring – C1
Summer – C1

Cr. Hrs/
Candidate
Cr. Hrs.
Gen.
Partnering
KSU is partnering with the Cobb County School District (CCSD) to offer this assessment
certificate. This certificate program is part of the TQP grant. KSU and CCSD have a long
history of successful partnerships. It is not uncommon for KSU to place over 50% of its
teacher candidates in CCSD classrooms for field assignments any given semester. Often,
these candidates become CCSD employees upon graduation. KSU and CCSD have
collaborated in several grant projects such as TELL: Teaching English Language
Learners, WINS: Winning Ideas Network of Schools (students with disabilities), and the
Math/Science Education Partnership.
 Placement
This interdisciplinary program will be housed in the Bagwell College of Education,
specifically in the Departments of Secondary and Middle Grades and Educational Leadership.
The program will be coordinated by Susan Stockdale, Interim Chair, Secondary and Middle
Grades Department and supported by the support personnel in that Department. Candidate
advisement files and advisors will be located in the Secondary and Middle Grades
Department.
Page 12 of 22
IV. Procedures Used to Develop the Program
The assessment certificate program was developed by the Assessment Certificate Committee for
the TQP grant. This committee consists of faculty members from the Bagwell College of
Education and employees of the Cobb County School District. The Assessment Committee met
repeatedly to conceptualize and develop the program. The assessment certificate consists of three
courses. Two of the courses were already developed and currently offered by the Department of
Secondary and Middle Grades Education Department and the Department of Educational
Leadership. The third course was developed by members of the Assessment Certificate
Committee.
V. Curriculum: Assessment Certificate Program Requirements
Catalog Description
Departments within the Bagwell College of Education offer graduate courses in assessment to
give school and teacher leaders additional training to meet learning and accountability needs.
Courses which apply to the assessment certificate focus on effective classroom assessment for
learning, effective use of school data for school improvement, and the concepts and principles
underlying large-scale educational testing.
Program Admission Requirements:
Applicants who wish to take graduate courses but do not want to pursue a degree program may
be admitted to non-degree graduate study.
Students admitted to non-degree programs in education must consult with the Office of Graduate
study in Education to plan their programs. Kennesaw State University does not guarantee the
transferability of these courses to other colleges or programs of study.
Classification as a non-degree student CANNOT be used to:
1. Earn initial teacher certification. (Note that a recommendation for initial Georgia teacher
certification from Kennesaw State University requires the completion of a teacher
preparation program at the undergraduate level. Students interested in obtaining initial
Georgia teaching certification should contact the Teacher Education Advisement Center
for program information at 770 423-6105);
2. Satisfy more than 9 semester hours of credit toward meeting the requirements of a
master’s degree in the Bagwell College of Education.
Admission Criteria
1. Baccalaureate degree from an acceptably recognized accredited college or university;
2. A minimum undergraduate cumulative grade-point average of 2.75 (on a 4.0 scale);
3. A clear and renewable Teaching Certification.
Page 13 of 22
Non-degree to Degree Status
A student who wishes to change from non-degree to degree status must follow all the procedures
and meet all the requirements specified for the degree program. A maximum of nine semester
hours of graduate credit with grades of B or better earned as a non-degree student may be applied
toward the requirements of M.Ed. and Ed.S. degrees and up to 15 semester hours for the Ed.D.
degree.
Education Add-On and Certificate Only Programs
Kennesaw State University offers graduate level add-on programs for experienced educators in
the fields of Inclusive Education, English to Speakers of Other Languages (ESOL), Educational
Leadership, Preschool Special Education, Reading, and Teacher Support Specialist for
candidates holding a valid teaching license. Each of these programs meets the Georgia
Professional Standards Commission standards. All endorsement programs are fully accredited by
the National Council for Accreditation of Teacher Education (NCATE). The graduate assessment
certificate in assessment will be submitted to the Board of Regents for approval.
Course Offering Schedule and Plan-of-Study
Course Offering Schedule and Plan-of-Study
The scheduling of course offerings is planned to extend over three semesters covering a total of 9
credit hours.
1st Semester
EDUC 7705 Classroom Assessment and Measurement in the Content Area (3)
2nd Semester
EDL 7305
Data Analysis & School Improvement (3)
3rd Semester
EDUC 7110 Principles, Trends, & Issues in Standardized Educational Testing
Growth and Flexibility
This assessment certificate will likely be embedded in a number of degree programs in the
Bagwell College of Education. Therefore, the enrollment may increase and several cohorts per
year may be admitted. In addition, it is possible that students may wish to complete the program
in two semesters. An accelerated schedule may be implemented to ensure that course offerings
are flexible and meet the demands of students.
Page 14 of 22
Course Descriptions
EDUC 7705: Classroom Assessment and Measurement
This course focuses on planning, constructing, analyzing, and applying educational assessment to
document graduate teacher candidate performance for instructional and accountability purposes.
Specific topics include guidelines for the development of traditional assessment questions,
including the use of multiple-choice questions to measure critical thinking and problem-solving
skills; guidelines and rubrics for the development and scoring of performance, writing and
portfolio assessments; assessing affective outcomes; describing, analyzing and refining data to
improve assessment; and the application and interpretation of standardized norm and criterionreferenced measures. Additionally, attention will be paid to multicultural assessment procedures
and concerns relevant to external assessment programs.
EDL 7305: Data Analysis and School Improvement
In this course, educators will learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to produce
educational leaders who effectively collect, analyze and use data to improve schools through
successfully demonstrated change models. In this course, future educators will learn to
systemically collect and analyze multiple sources of data to identify improvement needs,
determine an effective response, monitor and correct progress, and demonstrate success to
stakeholders. Additionally, students will learn to drive and sustain change in a collegial
environment, culminating in students’ understanding of, and ability to use, a wide range of
applicable leadership practices. Finally, students will learn a variety of technology tools to use
for data analysis. They will also learn a variety of Web 2.0 tools to facilitate school
communication.
EDUC 7710: Principles, Trends, & Issues in Standardized Educational Testing
This graduate course for educators focuses on the basics of large-scale educational testing,
emphasizing the core principles and issues of testing measurement. This course is designed for
master level students without extensive mathematical training and covers such topics such as the
evolution of testing in the US, test domains, sampling, population, measurement error, reliability,
validity, score inflation, factors influencing scale scores, scaling, test statistics, performancebased statistics, and bias. Graduate candidates will explore these topics within the frameworks of
three common large scale tests such as the 2009 Report of the National Assessment of
Educational Progress of Mathematics, the Georgia Criterion Referenced Competency Test
(CRCT), and the Iowa Tests of Basic Skills (a norm-referenced test).
Page 15 of 22
VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Faculty
Paris
Davis
Garner
Gardner
Stockdale
Chan
Hearrington
Jiang
Redish
Williamson
Rank
ASP
AP
ASP
AP
ASP
P
AP
ASP
ASP
AP
P = Professor
EDUC 7705
X
X
EDL 7305
X
EDUC 7710
X
X
X
X
X
X
X
X
X
X
ASP = Associate Professor
AP = Assistant Professor
FACULTY DEVELOPMENT
Funds have been designated in the Bagwell College of Education budget to support faculty
development. Members of the faculty are encouraged to make best use of the funds to attend
professional conferences and workshops advancing their professional growth. Travel funds
for critical needs are also supported by the Graduate School, CETL and the Dean’s Office,
BCOE. Faculty members are strongly encouraged to take advantage of the many free
professional workshops offered by CETL on campus. It is the culture of the BCOE to
collaboratively pursue scholarly activities. Junior faculty members advance professionally by
collaborating with senior faculty members. In addition, many members of the faculty are
actively involved in professional services in state, national and international organizations.
Their contributions to these professional organizations enrich their professional development.
FACULTY RESEARCH AND SCHOLARSHIP
Faculty members in the Secondary and Middle Grades Education Department who will be
responsible for teaching EDUC 7705 and EDUC 7710 are actively engaged in research
activities. They frequently present at important state, national, and international conferences.
Refereed Journal Articles:
Stockdale, S. L. & Brockett, R. G. (in press). The development of the PRO-SDLS: An instrument to measure
self-direction in learning based on the personal responsibility orientation model.
Adult
Education
Quarterly.
Page 16 of 22
Williams, R. L., & Stockdale, S. (2004). Classroom motivation strategies for prospective teachers. The
Teacher Educator, 39, 212-230.
International/National Refereed Proceedings:
Stockdale, S. L., & Stallings, L. L. (February, 2005). An assignment that develops teacher candidate
ability to assess and analyze impact on middle school student learning. In A Celebration of Best
Practices at A Symposium on Middle Teacher Preparation. National Middle School Association.
Columbus, OH. [Also available at
http://www.kennesaw.edu/education/mge/napomle/bpractices/papers/feb05/stockdale_feb05.pdf]
Refereed International/National Conference Presentations:
Stockdale, Susan (April, 2008) Homework: Formative or Summative Assessment…and Do I
Have the Time to Do Either Well? National Middle School Association Essentials
Conference. Minneapolis, MN.
Stockdale, S. L.& Whitlock, R. U. (2008, February). Ideas to Action: Producing Effective
Secondary and Middle Level Practitioner Researchers. National Association of Teacher
Educators Conference, New Orleans, Louisiana.
Stockdale, S. L., & Whitlock, R. U. (2007, November). Pathways to Publication Session of
NMSA Research Advisory Board 2007. NMSA Conference in Houston. Invited RoundTable Discussant Representing Current Issues in Middle Level Education journal
(Co-editors).
Stockdale, S.L. & Brockett, R. G. (2006, February). The continuing development of the PROSDLS: An instrument to measure self-direction in learning based on the personal
responsibility orientation model. Research paper presented at the 20th Annual Self- Directed
Learning Symposium, Cocoa Beach, FL.
Stockdale, S. L. & Williams, R. L. (2004, April).Cooperative learning groups at
the college level. Research paper presentation at the American Educational Research
Association Conference, San Diego, CA
FACULTY RESEARCH AND SCHOLARSHIP
Faculty members in the Educational Leadership department who will be responsible for teaching
EDL 7305 are actively engaged in research activities. They frequently present at important state,
national and international conferences of the following organizations:
State conferences:
Georgia Educational Research Association
Georgia Association of Teacher Education
Georgia DOE Technology Leadership Conference
Georgia Association of School Business Officials
Georgia Educational Technology Conference
Georgia Association of School Personnel Administrators
Georgia P-16 Annual Conference
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Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Alabama Association for Young Children
Alabama Association of Early Childhood Teacher Educators.
Florida Association for the Educational of Young Children
Florida Educational Technology Conference
Regional Conferences:
Southern Association of School Business Officials
Mid-Western Regional Education Association
Southeastern International Reading Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council for Educational Administration
National Conferences:
Association of Teacher Education
Association of Supervision and Curriculum Development
American Educational Research Association
American Reading Forum
National Council of States on Inservice Education
National Council of Teacher of English
National Educational Technology Conference
National Staff Development Council Conference
American Association of Colleges for Teacher Education
Student First Success for All Conference
ESOL Conference on Effective Collaborative Practices
American Association of School Personnel Administrators National
International Conferences:
Hawaii International Conference of Education
International Society for Educational Planning
International Society for Technology in Education
Association of School Business Officials International
International Reading Association
College Reading Association
National Council of Teachers of English, France
Sino-American Education Consortium
International Literacy and Educational Research Network Conference on Learning
Faculty scholarly publications often appear in professional refereed journals such as:
AASA Journal of Scholarship and Practice
Affective Reading Educational Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Bilingual Research Journal
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Chronicle of Higher Education
Classroom Leadership
Contemporary Education Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Eastern Education Journal
Education
Education Week
Educational Planning
Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of College and Character
Journal of Excellence in College Teaching
Journal of Reading Education
Journal of the Southeastern Regional Association of Teacher Educators
Journal of Reading Education
Journal of Technology in Teacher Education
Journal of Ethics in Leadership
Journal of School Business Management
Journal of Instructional Psychology
Journal of Global Initiatives: Policy, Pedagogy, and Perspective
Journal of Educational Technology
Journal of Hispanic Higher Education
Journal of School Public Relations
Journal of Liberal Arts and Sciences
Journal of Adolescent and Adult Literacy
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
Principal
Principal Leadership
Reading Horizons
School Business Affairs
School Facility Planner
TESOL in Action
Tech Trends
The faculty has also been successful in grant applications and contracts. The following are
examples of approved external grants and contracts submitted by faculty in the last few years:
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T. C. Chan (2002). “A comparison of student achievement, attitude and behavior
between portable classrooms and permanent classrooms” A research project funded by
the Council of Educational Facility Planners International ($8,500).
T. C. Chan (2006). “The impact of technology facilities on student learning.” A
research project funded by the Council of Educational Facility Planners International
($8,500).
Binbin Jiang (2003). Fulbright Group Travel Program Grant approved by US
Department of Education ($63,000)
Binbin Jiang (2000). Three-year EFL Professional Development for Colegio Morelos
De Cuernavaca, Colegio Morelos De Cuernavaca, Mexico ($50,000).
Binbin Jiang (2001, 2002, 2003). Title V Summer Faculty Development Travel Grant
to attend summer institutes at University of the Incarnate Word, Harvard University,
and University of Portland ($2,000 each year).
Jo Williamson (2006). Current Status of Technology Programs in Georgia Schools.
Contract awarded by the Division of Instructional Technology and Media, Georgia
Department of Education. ($10,000)
Jo Williamson (2006). Three Year Strategic technology plan for the State Schools for the
Blind and the Deaf. Contract awarded by the Division of Instructional Technology and
Media, Georgia Department of Education. ($20,000)
Jo Williamson (2006). A Survey of Technology Leaders in Georgia. Contract awarded by
the Division of Instructional Technology and Media, Georgia Department of
Education. ($5,000)
Books published, edited, in press or under contract by faculty include:
Chan, T. C., & Richardson, M. D. (2005). Ins and outs of school facility management.
Scarecrow Education Publishing Company.
Chan, T. C. (1980). The age of school building and the academic achievement of eighth
grade students in the State of Georgia. Ann Arbor, Michigan: University
Microfilm, Inc.
Ouyang, R., & Chan, T. C. (2007). (Eds.) Education. Series on Western Research in the
Humanities and Social Sciences. Beijing, China: China Remmin University Press.
Jiang, Y. S., & Chan, T. C. (1990). A conceptual framework of modern educational
administration. Kwangtung, China: Kwangtung Higher Education Press.
Williamson, J., & Redish, T. (2009) (In press). A standards-based preparation program
for technology leaders and facilitators. Eugene, OR: International Society for
Technology in Education.
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VII Outstanding programs of this nature at other institutions
Survey and comparative analysis:
A comparison of other programs revealed that the assessment certificate program proposed by
Kennesaw State University is unique and not offered at any other BOR institution in Georgia.
There were a few universities that offered an assessment course, but none appeared to be offering
an assessment certificate program.
Unique Features of KSU’s program:
As outlined in Part I: Program Description—Unique Aspects of Program, the Assessment
Certificate Program is distinctive and unique in the state, region and perhaps even nationally.
The unique features of KSU’s Assessment Certificate Program are highlighted as follows:
 Meets a unique need for educators to be able to make effective use of data to improve
teaching and learning.
 Focuses specifically on urban education and turning around low achieving schools.
 Focuses on all aspects of assessment—classroom, school, and state/national perspectives.
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
XII Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
___X__ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
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