College of Education, Health and Human Sciences
The University of Memphis
Instruction and Curriculum Leadership
ICL 3333 Student Assessment and Instructional Decision-Making
Spring 2015
Dr. Cathy D. Meredith, Instructor
BH 401E, 678-3117
cdmerdth@memphis.edu
College of Education, Health and Human Services Norms
I take 100% responsibility.
I seek equity of voice.
I am willing to talk about sensitive issues.
I listen for understanding.
I appreciate the strengths and contributions of others.
I bring positive energy and encouragement to the team.
I commit to the mission of the college.
ICL 3333: Student Assessment and Instructional Decision-Making
Course Description: This course will examine aspects and types of classroom assessments, with
particular emphasis on formative assessment, and the subsequent use of assessment results to
improve student learning.
Prerequisites: None
Required Text:
McMillan, J. (2014). Classroom assessment: Principles and practice for effective standardsbased instruction, 6th Ed. Pearson. ISBN: 978-0-13-311942-8
Rationale for text selection: McMillan’s textbook was selected due to the balance in
presentation of materials on formative and summative assessment. It also includes current
resources related to assessment concepts taught in this course.
Other selected readings will also be assigned
Support of Conceptual Framework:
This course develops candidate’s ability to engage in best practices in creating, examining, and
interpreting teacher-created assessments. In addition, candidates learn to use assessment results
in planning further instruction.
ICL 3333, Spring 2015
C. D. Meredith
Methods of Instruction: This class will provide an organized, guided forum in which candidates
could participate in: Classroom and on-line discussions, cooperative learning experiences,
lecture-discussion, professional reading, and on-line modules.
COEAS Key Assessment: None required
Major Topics:
1. Understand the role of assessment in teaching
2. Learn assessment basics: Validity, Reliability, Bias
3. Understand and develop Formative assessments (strategies, design and development, and
student needs)
4. Understand and develop Summative assessments (test construction, item analysis, and
score interpretation)
5. Identify student learning needs, involve students in assessing their own learning and
create assessments in response to diverse learning needs
6. Collaborate to Improve teaching, learning and assessment (using data, scoring
collaboratively, grading, standardized assessments)
7. Understand and interpret scores of major standardized instruments used in the state of
Tennessee, including TVAAS, TCAP, and PARCC
Course Objectives: Teacher candidates are expected to achieve the following course
objectives that are based on selected standards from the following:
 Tennessee Initial Licensure Standards (1997)
 National Association for the Education of Young Children (NAEYC- 2010)
 Association for Childhood Education International Standards (ACEI- 2007)
 Association for Middle Level Education (AMLE- 2012)
 Council for Exceptional Children (CEC-2012)
 National Association for Sport and Physical Education (NASPE- 2008)
Tennessee Initial Licensure Standards (1997)
Standard 8: Assessment and Evaluation
Candidates know, understand and use formal and informal assessment strategies to
evaluate and ensure the continuing intellectual, social and physical development of the
learner.
NAEYC Standards (2010)
Standard 3: Observing, Documenting, and Assessing To Support Young Children
and Families
Candidates prepared in early childhood degree programs understand that child
observation, documentation, and other forms of assessment are central to the practice of
early childhood professionals. They know about and understand the goals, benefits, and
uses of assessment. They know about and use systematic observations, documentation,
and other effective assessment strategies in a responsible way, in partnership with
families and other professionals, to positively influence the development of every child.
Key Elements
3a: Understanding the goals, benefits, and uses of assessment- including its use in
development of appropriate goals, curriculum, and teaching strategies for young children.
ICL 3333, Spring 2015
C. D. Meredith
3b: Knowing about and using observation, documentation, and other appropriate
assessment tools and approaches, including the use of technology in documentation,
assessment and data collection.
ACEI Standards (2007)
Standard 4: Assessment
Candidates know, understand, and use formal and informal assessment strategies to plan,
evaluate, and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each elementary student.
AMLE (2012)
Standard 4: Middle Level Instruction and Assessment
Element c. Middle Level Assessment and Data-informed Instruction: Middle level
teacher candidates develop and administer assessments and use them as formative and
summative tools to create meaningful learning experiences by assessing prior learning,
implementing effective lessons, reflecting on young adolescent learning, and adjusting
instruction based on the knowledge gained.
CEC (2012)
Standard 4: Assessment
Beginning special education professionals use multiple methods of assessment and datasources in making educational decisions.
Key Elements
4.1 Beginning special education professionals select and use technically sound formal
and informal assessments that minimize bias
4.2 Beginning special education professionals use knowledge of measurement principles
and practices to interpret assessment results and guide educational decisions for
individuals with exceptionalities
4.4 Beginning special education professionals engage individuals with exceptionalities to
work toward quality learning and performance and provide feedback to guide them
NASPE (2008)
Standard 5: Impact on Student Learning
Physical education teacher candidates use assessments and reflection to foster student
learning and inform decisions about instruction.
Elements-Teacher candidates will:
5.1 Select or create appropriate assessments that will measure student achievement of
goals and objectives
5.2 Use appropriate assessments to evaluate student learning before, during and after
instruction
5.3 Utilize the reflective cycle to implement change in teacher performance, student
learning and instructional goals and decisions
Course Specific Objectives:
A. Decode academic standards and cognitive learning targets with an emphasis on Common
Core Standards in order to understand the role of assessment in teaching TN Licensure
Standards; ACEI Standard 4; AMLE Standard 4; NASPE Standard 5.1
ICL 3333, Spring 2015
C. D. Meredith
B. Demonstrate how assessment can include critical thinking and problem solving for
instructional information TN Licensure Standards; ACEI Standard 4; AMLE Standard 4;
NASPE Standard 5.3
C. Differentiate basic assessment concepts of reliability, validity and bias ACEI Standard 4;
CEC Standard 4.1
D. Describe the differences between commonly used formative and summative assessment
instruments according to characteristics, purposes, and uses TN Licensure Standards;
NAEYC Standard 3a & 3b; ACEI Standard 4; AMLE Standard 4; NASPE Standard 5.1,
5.2
E. Construct formative assessments including authentic performance tasks, checklists,
rubrics and other assessment tools that are responsive to students’ diverse learning needs
ACEI Standard 4; AMLE Standard 4; CEC Standard 4.1, 4.4; NASPE Standard 5.2
F. Construct teacher-made summative assessments which includes writing selected-response
and constructed-response test items ACEI Standard 4; AMLE Standard 4; CEC Standard
4.1, 4.2
G. Compare and contrast various grading methods which may also address involving
students in assessing their own learning ACEI Standard 4; AMLE Standard 4; CEC
Standard 4.4; NASPE Standard 5.3
H. Interpret standardized test results and different score descriptors for major instruments
used in the state of Tennessee, including the TVAAS, TCAP, and PARCC TN Licensure
Standards; ACEI Standard 4; AMLE Standard 4; CEC Standard 4.2
Graded Assignments
Graded Assignments
Article Summaries:
1) How am I doing?
2) Working Inside the
Black Box
3) Grades that Show
What Students Know
Case Studies:
1) Kinds of Assessment
2) Essay Questions
Battelle for Kids
Modules:
Assignment Description
Candidates will read, summarize,
and reflect on journal articles
related to assessment.
Possible points
3 articles x 20 pts each = 60 pts.
Candidates will complete
reflective responses to a
classroom assessment scenario.
2 case studies x 20 pts = 40 pts.
Candidates will complete 5
Battelle modules and respond to
discussion questions for each.
5 modules x 15 pts. = 75 pts.
FP1001: Introduction to
Formative Instructional
Practices
FP1002: Clear Learning
Targets
FP1003: Collecting &
Documenting Evidence of
Student Learning
ICL 3333, Spring 2015
C. D. Meredith
FP 1004: Analyzing Data
& Providing Effective
Feedback
FP 1005: Student
Ownership of Learning:
Peer Feedback, Selfassessment, & more
Candidates will be assessed on
Chapter Quizzes
content from textbook chapters.
Candidates will develop a
Test Construction
Project (LiveText
summative assessment
Portfolio artifact)
instrument.
4 quizzes x 15 pts. = 60 pts
100 points
Course requirements and Student Expectations:
Attendance: Attendance is mandatory and class absences are only excused when there is a
physician’s note, extreme circumstances or with the prior approval of the instructor. Students are
accountable for content, assignments, and announcements made during class and should make
arrangements (e.g., with a classmate) to get the information whenever absent. Being prompt is
part of a teacher’s disposition. Unexcused absences and tardies will result in a decrease of points
in the overall grade. One unexcused absence or two tardies will result in a decrease of one point
in the overall grade. A student with two unexcused tardies with a 96 average will result in a
reduction of one point to equal a 95.
Assignments are uploaded to www.ecourseware@memphis.edu and placed in the appropriate
dropbox labeled for that assignment unless a hard copy is requested by the instructor. Due dates
for assignments must be submitted by the due date. Assignments are due even if the student is
absent from class. Late assignments will be penalized 25% for each day overdue.
Professionalism: Active participation is necessary for success in the course and is expected of
all students. Cell phones and laptops should be on “vibrate” or “off” and the student should not
text or email during class in order to fully participate unless specific directions to use either are
given from the instructor. Students should be familiar with the disposition statement from the
Office of Clinical Practice and the CEHSS Norms and adhere to both.
Grading Procedures: Grades will be based on assignments, described in more detail on separate
document, and attendance/promptness.
Grading Scale:
Percent
93-100
85-92
77-84
70-76
0-69
ICL 3333, Spring 2015
Grade
A
B
C
D
F
C. D. Meredith
Americans with Disabilities Act: The University of Memphis does not discriminate on the basis
of disability in the recruitment and admission of students, the recruitment and employment of
faculty and staff, and the operation of any of its programs and activities, as specified by federal
laws and regulations. The student has the responsibility of informing the course instructor (at the
beginning of the course) of any disabling condition, which will require modification to avoid
discrimination. Faculty are required by law to provide "reasonable accommodation" to students
with disabilities, so as not to discriminate on the basis of that disability. Student responsibility
primarily rests with informing faculty at the beginning of the semester and in providing
authorized documentation through designated administrative channels.
Disability Resources for Students
If you have a disability that interferes with completion of this course and may need class or test
accommodations based on the impact of a disability, please let the instructor know privately at
the beginning of the course, and I will seek consultation on how best to adapt course materials or
instruction. Please provide me with proper documentation from the Disability Resources for
Students (DRS). Students with disabilities are encouraged to contact the DRS for the university
at 678-2880 or by going to the DRS office which is located at 110 Wilder Tower. The DRS
coordinates reasonable accommodations for students with documented disabilities.
Written Assignments and Academic Misconduct: All work submitted must be the student’s
original work and conform to the guidelines of the American Psychological Association (APA,
6th ed.) available online and via their publications. This means that any substantive ideas,
phrases, sentences, and/or any published ideas must be properly referenced to avoid even the
appearance of plagiarism. Plagiarism includes, but is not limited to, the use, by paraphrase or
direct quotation, of the published or unpublished work of another person without full or clear
acknowledgment. It also includes the unacknowledged use of materials prepared by another
person or agency in the selling of term papers or other academic materials. It is the student’s
responsibility to know all relevant university policies concerning plagiarism. Any documented
cases of plagiarism can and will result in dismissal from the course with a failing grade, and may
result in other more serious sanctions by the College of Education.
Electronic communication
Course announcements as well as consultation with the instructor may occur via e-mail
messages. Each student must maintain an e-mail account and is responsible for checking for
course messages on a regular basis. All communications will be through the @memphis.edu
email account only.
ICL 3333, Spring 2015
C. D. Meredith
Class Schedule - Wednesdays, 5:00-8:00 p.m.
Module
Topics
1
1/21/15
Introduction to ICL 3333: Student
Assessment and Instructional
Decision-Making
The Role of Assessment in Teaching
2
1/28/15
Online
Assignments
Review of Syllabus and Course Requirements
Read McMillan: Chapter 1
Watch power point: Intro to Assessment
3
2/04/15
online
Standards-based Instruction and
Cognitive Learning Targets
4
2/11/15
Assessment Basics: validity,
reliability, fairness, diversity issues
Read McMillan: Chapter 3
Watch power points: Validity and Reliability
In class: Complete Case Study: Kinds of Assessment
5
2/18/14
Developing Formative Assessments
Due: Take Quiz #1: Chapters 1, 2, 3
Read McMillan: Chapter 4
Watch power point: Formative Assessment Examples
Due: Complete Battelle Course FP1001
Introduction to Formative Instructional
Practices
6
2/25/15
Formative Assessment: Providing
feedback and adjusting instruction
Read McMillan: Chapter 5
Due: Article Summary #1: How am I doing?
7
3/04/15
Involving Students: Peer feedback
and self-assessment
Due: Complete Quiz #2 over Chapters 4 and 5
Due: Complete Battelle Course FP1005 Student
Ownership of Learning: Peer Feedback, SelfAssessment and More
8
3/18/15
Summative Assessment Basics
Read McMillan: Chapter 6
Due: Complete Battelle Course FP1003: Collecting
and Documenting Evidence of Student
Learning
9
3/25/15
online
Summative Assessment
construction: Selected-response
Read McMillan: Chapter 7
Watch power point Selected Response
Due: Article Summary #2: Working inside the
black box
10
4/01/15
Summative Assessment
construction: Constructed-response
Read McMillan: Chapter 8
Watch power point: Constructed Response
In-class: Complete Case Study Essay Questions
ICL 3333, Spring 2015
Read McMillan: Chapter 2
Watch power point: Standards Based
Assessment
Read: Battelle Module directions and log-in
Due: Complete Battelle Course FP1002: Clear
Learning Targets
C. D. Meredith
11
4/08/15
online
Performance Assessment
12
4/15/15
Portfolios
Read McMillan: Chapter 10
Due: Complete Battelle Course FP1004 Analyzing
Data and Providing Effective Feedback
13
4/22/15
Grading and Reporting
Read McMillan: Chapter 13
Watch power point: Assessment and Grading
In class: Complete Case Study: Kinds of Assessment
14
4/29/15
Standardized Tests (TVAAS,
PARCC, TCAP)
15
5/06/15
Online
Final
ICL 3333, Spring 2015
Due: Take Quiz 3: Chapter 6, 7, 8
Read McMillan: Chapter 9
Watch power point: Rubrics
Due: Article Summary #3: Grades That Show
What Students Know
Read McMillan Chapter 14
Watch power point Standardized Tests
Due: Test Construction Project Draft
Due: Take Quiz 4: Chapter 9, 10, 13, 14
Due: Test Construction Project Upload to
eCourseware and LiveText
C. D. Meredith