Course Syllabus
Approaches to Professional Assessment - Reading
RSS 1571 01 - M, 33094---1 s.h.
Catalog Description: A course designed to prepare students for graduate and professional-level standardized tests. In study groups, students will critically analyze the basic components of the test for which they are preparing, including requirements, test formats, guideline for answering and scoring, and test-taking strategies, in conjunction with effective pedagogical procedures. 1 s.h.
Note: This course is READING INTENSIVE and intended to prepare students for the Praxis CORE Academic Skills for Educators
(CASE) 5712.
Class Meetings: FALL Semester, 2015
12:00 - 12:50
BCOE room 3408; Lab 1310
Course Supplies: Notes and materials printed from Blackboard and/or sent by email
Yellow highlighter
Note-taking materials
Required Text: None
Recommended Text: Complete Test Preparation Praxis: Core Academic Skills for Educators
(5712, 5722, 5732), (2014) Learning Express, New York.
Instructor: Deborah Zitella, MS in ED.
Reading and Study Skills Center
Youngstown State University
Youngstown, Ohio 44555
Mailbox in Teacher Education Office (BCOE) Room 2101
Office Hours (BCOE) by appointment
Email: dazitella@ysu.edu
The Knowledge Base Rationale, Course Objectives and various other parts of this syllabus are modified versions of these elements as developed by Dr. Karen Becker and Ms. Deborah
Zitella, Reading and Study Skills Center, Youngstown State University.

KNOWLEDGE BASE RATIONALE
The Core Academic Skills for Educators (CASE) assessments are integral components of teacher education programs and essential for the teacher licensure process.
Legislators in most states require licensing programs as a means of evaluating each candidate's basic academic skills, knowledge of teaching practices, subject knowledge, and classroom performance. A familiarity with the components and the requirements of the Core Academic Skills for Educators (CASE) assessments will enhance the candidate's performance skills to warrant positive test results.
COURSE OBJECTIVES
Knowledge
The candidate will:
1.
Participate in diagnostic reading assessments in preparation for the Core
Academic Skills for Educators Reading Assessment.
2.
Develop a personal study profile to address identified topic areas of weakness
3.
Identify the characteristics of the Core Academic Skills for Educators Reading
Assessment.
4.
Define key terms associated with test-taking and pedagogical procedures and identify test-taking strategies necessary for success on standardized assessments.
5.
Identify strategies for dealing with reading anxiety and/or test anxiety.
6.
Identify reading weaknesses.
7.
Demonstrate knowledge of the topic areas: Comprehension, Key Ideas,
Details, Craft, Structure and Language Skills.
Skills
The candidate will:
1.
Practice appropriate reading and study skills strategies during class, on assignments, and when developing a personal study profile to improve performance on the Core Academic Skills for Educators Reading Assessment.
2.
Demonstrate the ability to apply critical-thinking skills when test-taking.
3.
Demonstrate comprehension and creative reflection concerning the Core
Academic Skills for Educators Reading Assessment.
Attitudes/Values
The candidate will:
1.
Learn to view himself/herself as the responsible person for learning and academic success.
2.
Consider the role of self-responsibility as a life-long learner.
3.
Appreciate the rationale and the values of testing pertaining to licensing.
4.
Value the importance of focusing on content for effective test preparation.
5.
Value the significance of personal foundational background knowledge.

COURSE EXPECTATIONS
This syllabus is intended to give candidates guidance in what may be covered during the course and will be followed as closely as possible. However, the instructor reserves the right to modify, supplement, and make changes as course needs arise.
1. ATTENDANCE
Candidates are expected to be on time for class and attend all sessions. Absence
from class impairs your ability to meet course requirements and limits not only
you, but your fellow classmates from engaging in meaningful dialog. Any session missed becomes a real problem for make-up work plus lost class discussion. Regular attendance and class participation are integral components for success in this course as this class meets only once a week (sixteen times) during this fall session.
*Attendance Sheet: A class sign-in sheet is maintained throughout this course.
YOU are required to sign-in each day and record your arrival time. Your signature is a record of your being in attendance, late, or absent per class. This record will be proof of attendance and will be used to discuss any attendance issues so it is IMPORTANT to sign-in each class session. Be advised that you must be in class for the entire session for attendance credit; this includes tech lab.
*Returned assignments and make-up work will be placed by the sign-in sheet.
You are responsible for getting them. See the instructor after class regarding clarification/direction for make-up work.
2. PARTICIPATION
Your preparedness to actively contribute to class discussion is one of the
relevant components for this course and facilitates your acquisition of critical
knowledge and skills to successfully complete The Praxis Series assessments.
3. ACADEMIC INTEGRITY
All written coursework assignments are expected to be your own original work, specific to this course. This is ethical academic honesty and integrity. Please refer to the Youngstown State University student handbook sections on plagiarism and dishonesty. Cheating on any course requirement or assisting another student to do so will result in an "F" grade for the course for the individual or individuals involved.
4. CANDIDATES WITH DISABILITIES
In accordance with the university policy, if the candidate has a documented disability and requires accommodations to obtain equal access in the course, please contact the instructor at the beginning of the semester or when given an assignment for which accommodations are required. Candidates with disabilities must verify eligibility for accommodations with the Office of Disability Services at 330-941-1372;
TDD 330-941-1564
5. CLASSROOM COURTESIES AND RESPONSIBILITIES


Use of appropriate professional language at all times.

Respect for all points of views and cultures.

Turning off cell phones, IPods, pagers, texting during class sessions so as not to disrupt the learning environment.

Beverages are not allowed in the BCOE computer labs.

Students are expected to regularly check their YSU email prior to class sessions for instructor messages.
*CURRENT STUDENT YSU IDENTIFICATION IS NEEDED FOR USE OF
THE BCOE COMPUTER LAB.
COURSE ASSIGNMENTS...
1.
Homework ...
40 points
There will be 4 homework assignments. Each homework assignment is worth 10 points (but will contain more than 10 problems). Homework will be used to identify what topics and problems you are having difficulty with and where you need more instruction and practice. DO NOT get help with or work together on homework. DO NOT check answers with one another on homework.
If you answer each homework question, and turn the homework in on time, you will receive a perfect score on the homework regardless of how many questions you answered correctly on it. If a homework assignment is turned in late, 1 point will be deducted for each class
2.
Quizzes … 50 points .
There will be 6 in-class quizzes. Each quiz is worth 10 points. The lowest quiz score will be dropped. Quiz will be announced by the instructor one week prior to administration.
3.
Reflective Essay
…
10 points
Candidates will write a reflective essay regarding one of the following topics:
 reading and/or test anxiety
 standardized testing strategies
 personal progress with reading concepts.
4.
Comprehensive Final Exam
…
100 points (NO MAKE-UP)
The in-class comprehensive exam covering comprehension, the analysis and evaluation of written information, key ideas and details, craft, structure, language skills and the integration of knowledge will be given during the final class period of the semester.
A = 180 – 200 points
B = 160 – 179 points
C = 140 – 159 points

D = 120 – 139 points
F = 0 – 119 points

Fall 2015 TENTATIVE COURSE SCHEDULE
Day 1 (8/21) Introduction to course/purpose; course syllabus and general information.
Overview of Praxis Core Academics Skills for Educators - Reading.
Introduction and registration on Praxis website: www.ets.org/praxis/about
Assignment: Complete Reading Diagnostic Test
Day 2 (8/28) Reading Diagnostic Test 1. Grade and Analyze errors. Group by assessed needs. Introduce Test Preparation System (Jigsaw). Review personal plan samples.
Assignment: Prepare Personal Test Preparation Plan.
Day 3 (9/4) Reading: Question Types, Skill Builder.
Main Idea: Essential Facts and Supporting Details
Day 4 (9/11) Organization, Strategies for Vocabulary Questions, Fact vs. Opinion,
Day 5 (9/18) Inference: Reading Between the Lines
Denotation and Connotation
Euphemism and Depphemism
Day 6 (9/25) Style, Emotional Language,Point of View
:
Day 8 (10/2) Test Taking Tips
●
Eliminating Wrong Answers
● Look out for Absolutes
●
Five Step Approach
●
Using the Five Step Approach
Assignment: Core Practice Reading Test 1
Day 9 (10/9) Core Practice Reading Test 1. Grade and analyze test errors.
Assignment: Reflective Paragraph due on 10/16
Day 10 (10/16) Text Marking
Lab: Learning Express Practice Center exercises to address individual assessed needs from Reading Test 1.
Day 11 (10/23) Vocabulary Development: Greek, Latin, Anglo-Saxon Roots.
Day 12 (10/30) Spelling Inventory - Analyze errors
Prefixes and Suffixes
Day 13 (11/6) Compare and Contrast,
Cause and Effect/ Chronological Order/ Order of Importance.

Assignment: Core Reading Practice Test 11. Grade Analyze Errors.
Day 14 (11/13) Reading and Interpreting Graphs, Summarizing and Primary Purpose
Assignment: Use Test practice sites to review areas of weakness identified on Practice Test 11.
Day 15 (11/20) Review for Final Exam
Day 16 (11/11) Final Exam