ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDF 4430
Measurement, Evaluation and Assessment in Education K-12
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
EDF 4430
1580
Two Credits
None
Admission to BSCED-BS, MGSED-BS, EDST-BS, ELEDR-BS, ESEDR-BS MGMED-BS,
MTSED-BS, or ICERT-NO
Day, Time and Campus:
Modality:
Online
Online
Online - Weekly participation is required for attendance. Participation in this course is
defined as posting to the discussion board or submitting an assignment.
Michael T. Poulin
As Posted
Clearwater
NM 138
727-791-2788
Poulin.Michael@spcollege.edu
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
This course is designed to study advanced principles of measurement, evaluation and assessment. Course content covers
knowledge of and competencies for analyzing learner needs, instructional adaptation, differences in learner cognitive, social,
linguistic, cultural, emotional and physical needs.
II. MAJOR LEARNING OUTCOMES
1.
The student will plan a variety of assessments (diagnostic, formative, and summative) to address students' learning
needs, to inform instruction based on those needs, and to measure learning in the classroom by:
a. constructing diagnostic assessment to identify students' current knowledge of a subject, their skill sets and
capabilities, and to clarify misconceptions before teaching takes place.
b. constructing formative assessments to provide feedback and information during the instructional process, while
instruction is taking place, and while learning is occurring.
c. constructing summative assessments to provide information and feedback that sums up the teaching and
learning process.
2.
The student will modify assessments and testing conditions to accommodate at-risk students - English Language
Learner (ELL) and Exceptional Student Education (ESE) - and varying levels of knowledge by:
Syllabus Coordinator: Dr. Errol Dupoux
EDF 4430 1580
Summer 2015
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a.
b.
c.
d.
3.
The student will analyze and interpret FCAT data trends to identify the instructional needs of students in the
classroom by:
a.
b.
c.
4.
providing appropriate accommodations necessary to participate in assessments.
making determinations about the appropriate accommodations that students with disabilities and diverse
linguistic backgrounds need in order to fully and equally participate in assessments.
selecting appropriately modified administration procedures for test takers with disabilities and diverse linguistic
backgrounds.
selecting accommodations practices and procedures in the areas of presentation, response, setting, and
time/scheduling which are intended to increase access to grade level content for test takers with disabilities and
diverse linguistic backgrounds.
using effective methods to pattern and visually interpret disaggregated FCAT achievement data collected on
students as a means to help inform decision making.
analyzing and interpreting FCAT data to inform decision making and tailor instruction and resources.
examining FCAT schoolwide data to consider whether and how to adapt teacher's inputs based on information
about students' strengths and weaknesses.
The student will communicate assessment procedures, goals, and results to parents and students by:
a. writing a letter to a parent outlining assessment procedures, goals, and results.
b. providing clear information to parents and students about the school's assessments, achievement levels and
reporting methods.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required :
Popham, J. PCL Bundle: Classroom Assessment: w/Access Code (6th ed.). Pearson.
ISBN: 9781256149750
Recommended: None
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Materials:
Library:
http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
IV. COURSE REQUIREMENTS & EXPECTATIONS
Syllabus Coordinator: Dr. Errol Dupoux
EDF 4430 1580
Summer 2015
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A. School Based Hours Course Requirements
This course requires NO hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. ALL Course Assignments
Module Quizzes
Module One Lab
Module Two Lab
Module Three Lab
Culminating Project with Florida Data Interpretation **
Total Points for Course
30 pts x 4 Modules = 120 pts.
50 pts.
50 pts.
75 pts.
175 pts.
470 pts.
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing)
or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in
order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Syllabus Coordinator: Dr. Errol Dupoux
EDF 4430 1580
Summer 2015
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Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE
Week
Weeks 1 & 2
Topic
Read Module 1: Chapters
1, 5 and 8
Readings & Assignments
Module One Quiz
Module One Lab
Weeks 3 & 4
Read Module 2: Chapters
6, 7, 8, 9, and 12
Module Two Quiz
Module Two Lab
Weeks 5 & 6
Read Module 3: Chapters
2, 3, 4, 13, 14, and 15
Module Three Quiz
Module Three Lab
Week 7
Weeks 8-10
Module 4
Module 5
Module Four Quiz (Florida Assessment)
Culminating Project with Data Interpretation
VII. UNIFORM CORE CURRICULUM ASSIGNMENTS
Assignment Name
UCC Specific Indicator
Analyzing and Interpreting FCAT Results
OE
e
Assessment Project
ESOL
5.3
Culminating Project with Standardized Data Interpretation
FEAP
FEAP
FEAP
FEAP
4.a
4.b
4.c
4.d
Syllabus Coordinator: Dr. Errol Dupoux
EDF 4430 1580
Summer 2015
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