EDUCATIONAL ASSESSMENT
EDE 4421, EDM 4402, ESE 4323, EEC 4613, EEX 4221, EEX 6227
INSTRUCTOR INFORMATION:
Dr. Betsy Botts
Email: bbotts@wf.edu
Office Hours: By appointment
COURSE DESCRIPTION:
Please be aware that a great deal of the course or the entire class is online.
This general assessment course is designed for all students in Teacher Education and focuses on
assessment
concepts that are critical for good teaching. Topics include (1) measurement issues to determine
assessment
quality; (2) teacher constructed assessments such as paper and pencil assessments, informal
assessments, andperformance and product assessments; (3) interpreting standardized assessments
commonly used in public
schools.
PURPOSE OF COURSE:
The faculty of the College of Professional Studies (COPS) and the Professional
Education Unit are committed to preparing you to become empowered as a person and as a
professional (EPP)taking action. The EPP taking action is the Professional Education Unit's
Conceptual Framework.
An empowered person is given power or authority to act; an empowered person is enabled to
make decisionsand can influence others to bring about change in organizations (Webster’s,
1992). A professional is an individual who is engaged in a learned profession, who at the end of
a period of study possesses the
knowledge, skills, and abilities to enter that profession. Therefore, empowered persons and
professionals are individuals who can make decisions, and influence others within their
profession and organization. EPPs display behaviors in their educational environments that are
focused on these characteristics: (a) critical thinker, (b) lifelong learner, (c) counselor/mentor,
(d) decision maker, (e) problem solver, and (f) ethical moral professional.
The subject matter, class activities, and skill development of this course were selected to assist
your personal growth in the EPP characteristics of critical thinker, decision maker, problem
solver, and ethical moral professional. The course work will require student access to the
internet and proficient skills in educational technology. If you do not have access to the internet,
the University provides both access and student computer laboratories.
GOALS:
Accomplished Practices:
To prepare students to satisfactorily meet indicators 1.1, 1.5, 1.9, 1.10, and 1.11 of the Florida
Department
of Education’s Accomplished Practice #1 Assessment. (http://www.firn.edu/doe/bin00026/acco-prc.htm )
1.1 Analyzes individuals’ learning needs and practices techniques which
accommodate differences, including linguistic and cultural differences.
1.5 Employs traditional and alternative assessment strategies in determining students’ mastery
of specified
outcomes.
1.9 Maintains observational and anecdotal records to monitor students’ development.
1.10 Interprets, with assistance, data from various informal and standardized assessment
procedures.
1.11 Reviews assessment data and identifies students’ strengths and weaknesses.
Assessment Components:
1. To prepare students to pass the assessment items on the Florida Department of Education
Professional
Examination (http://www.firn.edu/doe/sas/ftcehome.htm )
2. To prepare students to use appropriate assessment procedures with the Sunshine State
Standards
(http://www.firn.edu/doe/curric/prek12/frame2.htm )
ESOL Components:
To prepare student to satisfactorily meet the diverse needs of students for whom English is a
second language (ESOL) or have limited English proficiency (LEP) through the following
competencies:
1. Standard 4.5: Identify strategies for facilitating articulation with administrators, content area
teachers,
parents, and the community.
2. Standard 14.5: Design appropriate tests for determining placement and assessing progress
and
achievement of LEP students.
3. Standard 19.3: Identify suitable assessment instruments that assist in complying with legal
obligations of
districts serving LEP students.
4. Standard 20.2: Design appropriate tests for determining placement and assessing progress
and
achievement of LEP students.
5. Standard 20.3: Adapt content-area tests to ESOL levels appropriate to LEP students.
STUDENT LEARNING OUTCOMES:
Students will demonstrate proficiency in the following areas upon completion:
1. Knowledge and skills to develop and evaluate a comprehensive classroom assessment plan.
2. Knowledge and skills in constructing, implementing, and evaluating classroom assessment
techniques.
3. Knowledge and skills of interpreting and using standardized tests.
4. Knowledge and skills of working with other professionals and with parents in an
interdisciplinary effort to
monitor and improve student achievement.
COURSE TEXT:
Popham, J. W. (2005). Classroom assessment. Boston: Allyn and Bacon. There is a newer
version of the text. Either one is acceptable.
REQUIRED WEBSITE:
MylabSchool is a required website. This website offer video clips, content, libraries, job services
and a host of resources. We will be using this source so make sure you sign on and use the
website. The access code that allows you to access MyLabSchool should have been included in
your book package. If it is not, then youmay purchase the code directly from Allyn and Bacon.
The instruction for signing on to MyLabSchool are included:
STUDENT REGISTRATION & LOGIN
MyLabSchool
Before You Begin
To register for MyLabSchool you will need:
 Your school zip code
 A MyLabSchool student access code (packaged with your text or purchased standalone).
 A valid email address
Registration
1.
2.
3.
4.
5.
6.
Enter http://www.mylabschool.com in your Web browser.
Under “First-time users,” click Students.
Click the Register link.
If you have your access code, click the Next button.
Select “No, I am a New User.”
Open your Student Starter Kit to reveal your unique Access Code and enter the
code in the fields provided.
7. Enter your School Zip Code, select United States as your Country and click Next.
8. Enter your Course ID and click Next.
9. Enter your Name and Email and select Your School.
10. Create your Login Name and Password, answer the Security Question and click
Next.
If successful, you will receive a Confirmation Screen with your information (this screen
was also emailed to you).
Login
1. Enter http://www.mylabschool.com in your Web Browser.
2. Under “Returning users,” click MyLabSchool.
3. Enter the Login Name and Password you created and click “Log In.”
4. You now have access to all of MyLabSchool’s resources!
OTHER RELEVANT WEBSITE: (some may not be active)
1.
2.
3.
4.
Educational Assessment: http://www.prenhall.com/nitko
ERIC, assessment resources - http://www.ericae.net/
ERIC, general resources - http://www.ericae.net/search.htm
FairTest - http://www.FairTest.org/
5. Florida DOE assessment unit - http://www.firn.edu/doe/sas/sasshome.htm
6. Florida Information Resource Network - www.firn.edu
7. Legal links list - http://www.ferleger.com/disabill.htm
8. Phi Delta Kappa - www.pdkintl.org/home.htm
9. US Department of Education - www.marvel.loc.gov/
10. No Child Left Behind – www.nclb.org and www.fldoe.org/NCLB
11. A Nation at Risk – www.ea.gov/pubs/NatAtRisk/index.html
12. Goals 2000 – www.edgov/legislation/Goals200/TheAct
COURSE REQUIREMENTS:
1. General course information and expectations.
Please be aware that this course is taught largely or entirely online. The information in this
assessment course is organized into 5 sections. The sections will not necessarily be taught
sequentially as you will need some information, for example, in Sections 3 and 4 fairly early in
the course in order to complete assignments. The instructor will make you aware of what section
is being covered.
The websites provide critical information that will be used in the lectures, tests and assignments.
PLEASE BE AWARE THAT SOME OF THE WEBSITES MAY NOT BE ACTIVE. You are
expected to access the websites and have a comprehensive understanding of the material. These
websites are not meant to be exhaustive, but rather provide a beginning for your reading. Please
spend some time looking for other information on additional relevant websites. If you do not
understand some of the content, please ask for further clarification. If you don’t understand
something, then there is a pretty good chance that someone else is probably confused as well.
This class is designed to treat you like an inquisitive and hardworking adult. You will experience
problems in this course if you are a procrastinator or are not well organized. The work is
designed to be challenging and provide opportunities for application. Class activities necessitate
that you “think out of the box” and “self start”.
I have provided a seperate file in which I discuss how to be successful in this class as well as
problems to avoid. Please make sure you read this file.
NO TESTS, DISCUSSIONS ASSIGNMENTS OR EXTRA CREDIT WILL BE
ACCEPTED AFTER THE DUE DATE OR THE DROPBOX CLOSES. Dropboxes,
discussions and tests have very clearly assigned termination dates. Don’t assume that all
assignments and tests have the same ending time. Please check on the course homepage to
determine the starting and ending time and dates for each assignment. Assignments will not be
accepted after the dropbox or test has closed. Also, please submit your work early and do not
wait until the last minute. Servers do go down, electricity fails, and computers do develop
glitches that may prevent you from submitting your work at the last minute. I cannot extend
deadlines due to technical problems so submit early.
Also, there may be times in which I request, in the assignment feedback. additional clarification
concerning an assignment. If I do so, you will have one week in which to provide the requested
information. The assignment will not be graded if the additional information is not provided
within one week. In these cases, a grade of 0 will be entered.
I will be happy to try to critique any assignment prior to submission to the dropbox if you email
it to me with plenty of time to read and return your work. "Plenty of time means" several weeks
prir to the due date for the final project and a week for any drobox assignments. I am frequently
out of town so remember that that I will make my best effort to do the critique but there may be
some times in which I am unable to respond. Please remember, however, that I can't critique a
work once it is in the dropbox. You may, however, replace your original work in any dropbox
with a new version of the work. In these cases, your original submission will remain in the
dropbox but you should indicate in the message line which submission you want graded.
SKILL COMPETENCIES. Skill competencies are listed for each topic in each section. These
skill competencies detail the knowledge and skills necessary for you to successfully use
assessment strategies in the classroom. These skill competencies were identified by teachers as
the most critical and practical elements of assessment for use by beginning teachers. They are
meant as a guide for your use.
The purpose of this class is to provide you with the skills necessary and sufficient to thrive in the
classroom. Therefore, you may use these skills as a self evaluation to determine your skill
development in assessment.
PLEASE BE PREPARED. This means completing all of the readings and activities before you
arrive or login. Much of the class discussion will build on the readings and activities. If you are
not prepared, then you won’t be able to participate in a meaningful manner and will be a burden
to those who are prepared. I have provided websites and skill competencies for each section of
the course. Please make sure you have completed these before class and have addressed the skill
competencies. This will allow you to ask relevant questions and use the material presented in
class.
Class lectures and web material are meant to be interactive and will not necessarily repeat the
text. It doesn’t make a lot of sense for you to attend class or log in and simply have an instructor
read the book to you. Therefore classes are designed to increase audience participation and
provide an opportunity for you to ask questions and participate. Please, however, be respectful of
the beliefs of others in any of your responses.
All of your work – oral and written – should display good grammar. As a professional, you will
be judged on the quality of your written and spoken language. Therefore, proofread everything
before it is submitted. Practice oral presentations before they are given. I will be more than
happy to critique oral and written work before class, but please schedule a time well in advance
of the due date.
Learning is interactive. I am here to help you learn. That means I will work hard to present the
best content in the most useful manner. I will challenge you in a respectful way and try to make
learning as fun as possible. But you as a student have an equal responsibility. You are expected
to be on time, work diligently and honestly, be attentive, submit all work on time, and cheerfully
participate fully in all activities.
The goal is for you to learn how to assess and use the results in planning and implementing
instructional programs. If all of us do our parts, then we will have a good outcome and enjoy the
process.
There is a threaded discussion that is always open for questions about assignments, content
or other course related matters. Please feel free to use this. If you have questions, it is a
good bet that others will as well. Do not use this discussion for complaints or questions
about grading. If you have concerns of an individual nature concerning the course or a
grade you received, please email me.
2. Attend and participate in class. This class has been very carefully developed and will
provide you with
the information you need in order to be skilled in assessment and in using that information in
instructional
planning. That is, if you read the material and actively participate in the class. I encourage all of
you to stay
in contact with me, ask questions, attend class (when or if classes are scheuled), and complete all
activities
in a timely manner.
3. Participate in all threaded discussions. There will be a several threaded discussions. The
assignments will focus on practical application of material and a demonstration of knowledge.
This assignment may not be "made up" if missed.
In this assignment you are expected to respond to the questions or issues posed by the instructor
and the responses of others. For each of the threaded discussions, you must make a minimum of
one original post and three SUBSTANTIVE replies to others and read all posts in the discussion.
Your answers should be relevant, reflective, well reasoned, grammatically correct, reflect best
practice and be respectful of others. You may not make up a threaded discussion.
I will provide a summary of each discussion in a separate file on the course website.
Introductory Threaded Discussion #1 – 5pts. (only 1 post required)
Threaded Discussion #2 – 10 pts.
Threaded Discussion 15 pts.
4. Dropbox assignments. There will be an "orienting" dropbox assignment. The Introductory
Dropbox Assignment that is associated with the Introductory Threaded Discussion. There are 5
points associated with the introductory discussion and the orienting dropbox.
A number of times during the semester you will be provided an issue or problem to respond to.
You will
probably not find the answers to these issues or problems on a particular page of a text. Rather,
they require
you to think, ponder and conduct a little bit of research. They are designed to test your creativity
and novel
use of your knowledge of assessment. These assignments, in many ways, focus on the
information/content files of each section including the long content files in D2L that are
presented in some of the sections.
Dropbox Assignment #1 and #2 are to be completed in groups of 3 or 4. Dropbox assignment #2
is an individual project.
Once you select your group, you may not add or delete members unless there are extraordinary
circumstances and then only with instructor approval.
In these assignments, each member of the group is to fully participate in the research and
formulation of the
answer. Each group member will submit an answer to the dropbox. Each person’s submission to
the dropbox should indicate the names of the other group members. You may submit exactly the
same work as other members of the group as the answer should reflect the combined efforts of
all team members. At the end of the submission you will be asked to evaluate the contributions
of the other members of your team. These evaluations will be privately held by the instructor.
A feedback file will be opened after the completion of the assignment. This feedback will
provide more
detailed feedback related to the content than can be provided in inviduals feedback responses.
Your responses should be thorough, relevant, reflective, well reasoned, grammatically correct,
and reflect best practice. The assignments and the evaluations instruments that you are to use to
evaluate other group members are listed in the “Content” section of the course site.
Also, there may be times in which I request, in the assignment feedback section, additional
clarification concerning an assignment. If I do so, you will have one week in which to
provide
the requested information. The assignment will not be graded if the additional information
is
not provided within one week. In these cases a grade of 0 will be entered.
Dropbox Assignment #1 – Due by 11:59pm - 1/31
Dropbox Assignment #2 – Due by 11:59pm - 3/13
Dropbox Assignment #3 – Due by 11:59pm - 4/10
5. There will be 4 possibly 5 quizzes in the course. Quizzes will cover the text and required
reading associated with the course. All quizzes will be offered online and may not be made up if
not completed by the end of the quiz me. The instructor may choose to cancel any quiz in which
case the total number of points possible in the course would change.
3 (4?) quizzes @ 20 pts (quizzes section 1, 3, 4, 5)
1 quiz @ 25 pts (quiz 2)
Total 85 - 105 points
6. There will be a final exam project in the course and a series of Final Exam Assignments.
The instructions for these assignment are contained in a "Final Exam That You Need to Start
Now" file in the "Final Exam" folder. In order to help you complete the final in a timely manner,
you will have a series of Final Exam Assignments in which you will complete a series of
sequential assignments that will aid in the completion of the final project. Additionally, there will
be a culminating activity that will allow you to summarize and apply the components of your
assessment project.
No Late submissions allowed.
First Final Exam Assignment Due by 11:59pm 1/17
Second Final Exam Project Due by 11:59pm 2/14
Third Final Exam Project Due by 11:59pm 3/6
Fourth Final Exam Project Due by 11:59pm 4/3
Final Exam Project Due by 11:59pm 4/24
LiveRoom Chats on the Final 1/31 and 3/6 7:00 - 8:00pm.
The files associated with the final will provide you with all of the information you
need in order to complete the assignment. Please read them and follow the
instructions.
Final exam: 100 pts.
8. Extra credit - Several times during the semester extra credit assignments will be posted.
These assignment will not be announced by email and will be found in an "Extra Credit" file on
the course content page. You will have to click on the extra credit assignment to determine if it is
active. They will only be open for a short amount of time so check often. Additionally, you will
not be able to submit an extra credit assignment unless you have submitted and completed all
assignments since the last extra credit assignment. Extra credit assignments cannot be made up
once the assignment closes. Therefore, if you want to engage in these extra credit assignments,
check the course website often and stay current in the completion of your assignments.
After the termination of each of these assignments, an file will open that provides specific
content feedback
related to the assignment. In addition, there will be several additional opportunities for extra
credit that will be embedded in the requiredreading. These are time sensitive and cannot be
credited after the due date. Think of this as a bit of a “Where’s Waldo” type of activity.
Note: Written assignments will be typed or word-processed and must be the original work of the
student.
Work prepared for other classes is not acceptable. Plagiarism is strictly prohibited and may
result in zero
credit or more serious sanctions.
COURSE GRADING:
Threaded Discussions
15 pts.
Dropbox Assignments
30 pts.
4 or 5 Quizzes @ 20 pts
85-105 pts * may change
Final Exam Assignments
40
Final exam
100 pts.
Periodic Extra Credit Assignments????????????????
SCALE:
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
59% and Below = F
 All work is due at class time. No late assignments accepted.
 Extra credit work is rarely available to raise a grade and only if all course assignments have
been
completed
 Incompletes (I) will not be given except under very extreme circumstances. Please see
college catalog
for rules about Incompletes and course withdrawals.
 At the instructor’s discretion, assignments can be cancelled. In this event, the points earned
will not be
used in computing the student’s grade and the stated grading scale will be used.
Expectations for Academic Conduct/Plagiarism Policy:
As members of the University of West Florida, we commit ourselves to honesty. As we strive
for excellence in performance, integrity—personal and institutional—is our most precious asset.
Honesty in our academic work is vital, and we will not knowingly act in ways which erode that
integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the
work of others. We pledge to share community resources in ways that are responsible and that
comply with established policies of fairness. Cooperation and competition are means to high
achievement and are encouraged. Indeed, cooperation is expected unless our directive is to
individual performance. We will compete constructively and professionally for the purpose of
stimulating high performance standards. Finally, we accept adherence to this set of expectations
for academic conduct as a condition of membership in the UWF academic community.
Assistance:
Students with special needs who require specific examination-related or other course-related
accommodations should contact Barbara Fitzpatrick, Director of Disabled Student Services
(DSS), dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the
instructor that will specify any recommended accommodations.
REFERENCES:
American Psychological Association. (1994). Publication manual of the American Psychological
Association (4th ed.). Washington, D.C.: American Psychological Association.
Borich, G. D. (1999). Observation skills for effective teaching. Upper Saddle River, NJ:
Merrill/Prentice
Hall.
Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th ed). Upper
Saddle
River, NJ: Merrill/Prentice Hall.
Overton, T. (1996). Assessment in special education: An applied approach. Upper Saddle River,
NJ:
Merrill/Prentice Hall.
Sattler, J. M. (1990). Assessment of children (3rd ed.). San Diego, CA: Jerome M. Sattler,
Publisher.
Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment
in
schools. (2nd. ed.). New York: Longman.
RUBRIC FOR ASSESSMENT TECHNIQUE BRIEF AND DROPBOX SUBMISSIONS
(must meet all criteria)
Name__________________________
100%
Complete and accurate analysis of the topics covered
Makes a strong connection with classroom reality
No grammatical/spelling mistakes
Provides all relevant information needed
80%
Strong, but not complete, connection to topics covered
Makes a good, but not strong, connection with classroom reality
No more than one grammatical/spelling mistake
Provides most of the relevant information needed
60%
Some connection to topics covered
Some connection to classroom reality
No more than two grammatical/spelling mistakes
Provides some, but not most, of the relevant information needed
40%
Poor connection to topics covered
Poor connection to classroom reality
No more than three grammatical/spelling mistakes
Provides little of the relevant information needed
0%
No connection to topics covered
No connection to classroom reality
Four or more grammatical/spelling mistakes
Does not provide any relevant information needed
CLASS ORGANIZATION – SECTIONS, TOPICS,
COMPETENCIES AND WEBSITES
(Please be aware that some websites are inactive)
The following websites apply across many section of the course. You should
refer to these frequently.
http://www.teacheroz.com/teachers.htm
http://www.aahe.org/assessment/web.htm
http://www.remc11.k12.mi.us/bcisd/classres/restch.htm
http://drwilliampmartin.tripod.com/classm.html
http://www.ed.gov/nclb/landing.jhtml
http://www.fldoe.org/nclb/
http://www.fairtest.org/
Section 1 - Foundations and Function of Assessment
REQUIRED READING - Popham Text – Chapters 1 and 5
1. A. Topic - History of Assessment
Skill Competencies:
Using a timeline, explain the history of educational assessment? How did we arrive at the current
practices used in educational assessment? Name the five most important people in the history of
educational assessment.
1.B. Topic- Current Assessment Practices
Skill Competencies:
Explain the five most important current educational assessment practices in the US. Using a
timeline, trace the historical precedents of these assessment practices. How did we arrive at our
current educational assessment practices?
1. C. Topic - Legal Requirements
Skill Competencies:
What are the legal requirements associated with educational assessment in regular and special
education? What are the legal requirements associated with the FCAT? Why do we have these
requirements?
1. D. Topic - The Purposes of Assessment
Skill Competencies:
What are the purposes of educational assessment? How do the purposes affect the form, nature,
and use of assessment?
1. E. Topic - How to Not Make Enemies
Skill Competencies:
Why do people often rely on opinion rather than facts or data? Identify at least 3 ways to
influence people to rely on data rather than perception? Illustrate that you can use these
techniques. Illustrate how a classroom teacher, parent, and child may have differing perceptions
of the same assessment data.
Section 1 Websites
http://www.hooverdigest.org/024/ravitch.html history
http://www.ed.gov/pubs/NatAtRisk/index.html nation at risk
http://www.newhorizons.org/strategies/assess/terminology.htm glossary
http://www.nixonpeabody.com/linked_media/publications/EAI_05002002.pdf legal
http://www.det.nsw.edu.au/media/downloads/employment/awardcon/handbook-ch5.doc legal
http://www.findarticles.com/p/articles/mi_m0HDF/is_4_33/ai_59409949 legal
http://www.leaonline.com/doi/abs/10.1207/S15327930PJE7702_9;jsessionid=jvDH9yYbWkxg?t
tp://www.cpt.fsu.edu/ese/accomm/dwd3.html legal
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm purpose
http://www.accd.edu/spc/iic/tedl/purpose.htm purpose
http://www.montana.edu/aircj/assess/GoodPractice.html principles
http://www.sru.edu/depts/assessment/principles.htm principles
http://www.csus.edu/tltr/assessment/7principles.htm good teaching prin
http://www.blss.portsmouth.sch.uk/training/principles.shtml
http://www.aahe.org/assessment/principl.htm principles
http://pareonline.net/getvn.asp?v=7&n=8 principles
http://www.fairtest.org/princind.htm principles
http://www.westegg.com/unmaintained/carnegie/win-friends.html how to not make enemies
Section 2 - Principles of Assessment
REQUIRED READING – POPHAM TEXT – 2, 3, 4, 13 AND WEBSITE READINGS ON
D2L
2. A. Topic - Sources and Types of Information
Skill Competencies:
Make a chart illustrating where, how and from whom we obtain assessment data.
Briefly explain each of the following types of scores and what they mean in educational
assessment:
Raw scores
Grade scores
Age scores
Observational data
2. B. Topic - Organizing Information
Skill Competencies:
Develop a form that would allow you to easily and quickly collect information concerning past
records, performance, and concerns; current performance data, and logical goals and objectives.
Develop a form that would allow you to quickly and easily collect and use ongoing assessment
data.
2. C. Topic - Cardinal Rules
Skill Competencies:
List and briefly explain 5 rules for each of the areas listed that could guide educators and convey
to them the most important principles of assessment in each of these areas:
Assessment for placement
Assessment for program effectiveness
Assessment for instruction
2. D. Topic - Central Tendency and Dispersion
Skill Competencies:
Briefly explain each of the following and provide and example of how the measure would be
used in a classroom assessment situation:
Mean
Median
Mode
Range
Standard Deviation
Frequency distribution
Stanines
Standard scores
Percentiles
Scale scores
2. E. Topic - Trustworthiness and what scores mean and don’t mean
Skill Competencies:
Briefly explain each of the following:
Reliability
Validity
Standard Error of Measurement
Explain how two tests of the same skill can differ in terms of their accuracy and usefulness. How
are grade and age scores, stanines, standard and scale scores, and percentiles used in developing
an instructional program for a student? Explain how these scores may be used for various
purposes of assessment.
2. F. Topic – Assessing performance versus learning
Skill Competencies
How do we know when a student “knows” the material?
When do we know that enough is enough?
What is the difference between rate and percentage and how does it relate to student learning and
the way we teach?
2. G. Topic – FCAT
Skill Competencies:
Obtain several individual student FCAT scores and explain the scores and how they are used in
instructional planning. Explain how FCAT scores are used to evaluate educational effectiveness.
Section 2 Websites
http://assess.nelson.com/a-gloss.html scores
http://alpha.fdu.edu/psychology/age_vs_grade_based_scores.htm scores
http://www.ldonline.org/ld_indepth/assessment/tests_measurements.html scores and assessment
http://www.bced.gov.bc.ca/technology/ict_guide/ictguide/ict_rubric1.htm org
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk14.htm org
http://davidmlane.com/hyperstat/normal_distribution.html normal distribution
http://davidmlane.com/hyperstat/normal_distribution.html
http://www.tea.state.tx.us/student.assessment/taks/standards/sem.pdf sem
http://www.edu.gov.nf.ca/erp/reports/testing/stan_r~1.htm sem
http://web.sau.edu/WaterStreetMaryA/NEW%20intro%20to%20tests%20&%20measures%20W
ebsite_files/standard_error_of_measurement.htm sem
http://seamonkey.ed.asu.edu/~alex/teaching/assessment/reliability.html r and v
http://www.dmu.ac.uk/~jamesa/teaching/assessment.htm r and v
http://www.nclrc.org/portfolio/6-0.html r and v, portfolio
http://education.umn.edu/nceo/OnlinePubs/Synthesis40.html prin w/sped
http://www.ukcle.ac.uk/resources/portfolios.html portfolio
http://www.bctf.ca/education/assessment/FairStudentAssessment.pdf how to assess
http://www.firn.edu/doe/sas/fcat.htm fcat
Section 3 – Assessing Behavior and the Teacher and Learning
Environment to Improve Student Performance
REQUIRED READING - POPHAM TEXT –6, 8, 12, 14 AND WEBSITE READINGS ON
D2L (Chapter 6 and 8 will also be covered in Section 4)
3. A. Topic - Teacher Behavior and Beliefs
Skill Competencies
Prepare a chart illustrating the behaviors and elements that should be examined, how they should
be assessed, cautions in assessment, and how the information would be used in instructional
planning. Assess yourself using this instrument and convey in a maximum one page paper your
strengths and weaknesses.
3. B. Topic - Classroom Variables
Skill Competencies
Prepare a chart illustrating the classroom variables that should be examined, how they should be
assessed, cautions in assessment, and how the information would be used in instructional
planning.
3.C. Topic - Out of Classroom Variables
Skill Competencies
Prepare a chart illustrating the out of classroom variables that should be examined, how they
should be assessed, cautions in assessment, and how the information would be used in
instructional planning.
Section 3 Websites
http://www.education-world.com/a_admin/admin/admin368.shtml beh
http://education.curtin.edu.au/iier/iier7/dunkin.html teach beh
http://www.findarticles.com/p/articles/mi_m0FCG/is_1_29/ai_84667404 tch beh
http://www.naspcenter.org/teachers/IDEA_instruct.html class variables
http://www.sfsu.edu/~acadplan/teacheffpurpose.htm tchr beh and class variables
http://www.leaonline.com/doi/abs/10.1207/s15327930pje7904_1 class variables
Section 4 – Assessing Student Performance
REQUIRED READING - POPHAM TEXT – 6, 7, 8, 9, 10, 11 AND WEBSITE
READINGS ON D2L (Chapter 6 and 8 were also covered in Section 3)
4. A. Topic - Knowing What to Assess
Skill Competencies:
Prepare a chart listing the critical skills that must be assessed in reading, math, written and oral
language, relevant content area (for people teaching content areas), and behavior. What are the
best sources for this information?
4. B. Topic – Knowing How and Where to Assess
Skill Competencies:
Prepare a chart listing the best and most practical assessment procedures that could be used for
the initial and ongoing collection of data related to reading, math, written and oral language,
relevant content areas and behavior. Use at least 2 formal instruments and one informal
instrument to assess a student.
4. C. Topic - Best Practices
Skill Competencies:
What are best and most practical ways to collect initial and ongoing assessment data. What do
we know doesn’t work?
4. D. Topic – Cautions
Skill Competencies:
List and briefly explain the 5 most important cautions in collecting and using education data?
4. E. Topic - How to use Information in Planning
Skill Competencies:
List and briefly explain 5 principles for using assessment data in instructional planning? Why do
teachers often not use initial and ongoing data in guiding their instructional programs? How can
you use information on teacher behavior to improve student instructional programs? Use
assessment data to identify the strengths and weaknesses of a student and/or the educational
environment, identify what needs to be changed, and illustrate how these changes should be
implemented.
Section 4 Websites
http://www.air.org/cecp/fba/problembehavior/strategies.htm altern assess
http://www.indiana.edu/~reading/ieo/bibs/portfoli.html portfolio
http://www.cotf.edu/ete/teacher/rubricassess.html rubric for std group
http://pareonline.net/getvn.asp?v=7&n=4 portfolio
http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html assessing a group
http://cstl.syr.edu/cstl/T-L/cls_asmt.htm classroom assessment
http://www.firn.edu/doe/menu/sss.htm sss
http://www.firn.edu/doe/curric/prek12/index.html sss
http://www.sph.emory.edu/WELLNESS/reading.html reading
http://www.howard.k12.md.us/langarts/Curriculum/readassess.htm reading
http://www.nclrc.org/essentials/reading/assessread.htm reading
http://specialed.about.com/b/a/037404.htm reading
http://teacher.scholastic.com/newteacher/readers/assessment/ reading
http://www.nationalmathtrail.org/assessing_math_trail_projects.html math
http://www.lefthandlogic.com/htmdocs/tools/mathprobe/addsing.shtml math
http://mathforum.org/library/ed_topics/assessment/ math
http://www.educ.state.ak.us/tls/frameworks/mathsci/ms0_1tit.htm math plus general assessment
http://math.about.com/cs/mathreform/a/golf_compare.htm math
http://math.about.com/library/weekly/aa011502a.htm math
http://educational-advisor.com/mathcautions.html math cautions
http://www.isbe.net/spec-ed/PDF/BMChapter3-7-12.pdf language
http://www.leaonline.com/doi/abs/10.1207/s15327035ex1201_5 lang
http://educ.queensu.ca/resources/resources/downloads/companions/rubric1.pdf lang
http://www.proteacher.net/cgi-bin/dcforum/dcboard.cgi?az=list&forum=writing lang
http://www.k111.k12.il.us/lafayette/fourblocks/angie's_assessment_(1st_gr).htm lang
http://www.nwrel.org/scpd/sirs/4/snap15.html lang
http://www.education-world.com/a_admin/admin/admin368.shtml beh
http://www.childpsychologist.com/fba_bip/indivinterv.htm beh
http://www.missouri.edu/~spedtl/notes/TeachFellow2.html beh
http://www.fape.org/idea/what_idea_is/osher/indivinterv.htm organiz an assess & bip
http://www.nasponline.org/publications/cq286ADDSurvey.html adhd ass
http://www.naspcenter.org/teachers/gc_offtask.html fba off task
http://www.naspcenter.org/teachers/gc_offtask.html fba
http://www.education-world.com/a_issues/issues110.shtml cautions
Section 5 – Interpreting and Communicating Assessment
Information
REQUIRED READING - POPHAM TEXT – 14, 15 AND WEBSITE READINGS ON D2L
5. A. Topic - Knowing what is Important
Skill Competencies:
How do you know what are important and unimportant skills? How do you know if scores and
assessment results significant? How do you know when someone has learned something? How
would we assess to determine that someone knows something? How do we decide on educational
and instructional goals? How do we know if these goals are relevant? How do we know when to
change what we are doing? How do we know when we need to change?
5. B. Topic - Turning Information into Plans
Skill Competencies:
Write at least 3 educational objectives based on assessment data. Prepare a maximum one page
step-by-step guide for teachers for the writing of educational objectives.
5. C. Topic - How to Communicate
Skill Competencies:
List and briefly explain 5 important principles for the communication of assessment results to
fellow teachers. List and briefly explain 5 important principles for the communication of
assessment results to parents.
5. D. Topic - What not to do
Skill Competencies:
List and briefly explain the 5 most common mistakes that teachers make in communicating
assessment results.
5. E. Topic - What to do when it all goes WRONG
Skill Competencies:
What things can we change when data indicate that learning is not occurring? What are the
impediments to these changes? How do we overcome these impediments?
Section 5 Websites
http://faculty.washington.edu/krumme/guides/bloom.html writing obj
http://www.ext.colostate.edu/nso/nso/Educational%20Objectives/edobjectivespage.htm ed obj
http://chiron.valdosta.edu/whuitt/col/plan/behobj.html writing obj
http://www.mde.k12.ms.us/extrel/pub/guide2.htm communic
http://journals.sped.org/EC/Archive_Articles/VOL.35NO.4MARAPR2003_TEC_Article-3.pdf
communication
http://www.westegg.com/unmaintained/carnegie/win-friends.html not make enemies