Syllabus
Course Prefix/Number: EDE 4421
Course Title: Educational Assessment (for Elementary Education Majors)
Course Credit Hours: 3
Instructor Name and Contact Information:
William Evans
Email – wevans@uwf.edu
Prerequisites/Corequisites: N/A
Course Description:
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, and performance and product assessments; (3) interpreting
standardized assessments commonly used in public schools.
Please be aware that this may be an online or a blended class.
Purpose of the 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 and making a difference. 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 decisions and 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.
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.
Florida Educator Accomplished Practices (from Florida Department of Education –
Preprofessional Educator Accomplished Practices @
http://www.fldoe.org/dpe/publications/preprofessional4-99.pdf)
The preprofessional teacher collects and uses data gathered from a variety of sources. These
sources include both traditional and alternate assessment strategies. Furthermore, the teacher can
identify and match the students’ instructional plans with their cognitive, social, linguistic,
cultural, emotional, and physical needs.
Key Indicators for Assessment include:
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(A-4) Identifies students’ cognitive, social, linguistic, cultural, emotional, and physical
needs in order to design individual and group instruction.
(A-5) Employs traditional and alternative assessment strategies in determining students’
mastery of specified outcomes.
(A-7) Modifies instruction based upon assessed student performance.
(A-10) Interprets, with assistance, data from various informal and standardized
assessment procedures.
(A-11) Reviews assessment data and identifies students’ strengths and weaknesses.
(A-12) Communicates individual student progress in student, parent, and staff
conferences.
(A-13) Develops short- and long-term personal and professional goals relating to
assessment.
Florida State Area Competencies & Skills for Elementary Education K-6
(from Florida Department of Education Assessment and School Performance @
http://fldoe.org.asp/ftce/pdf/60ElementaryEducationK-6.pdf)
60.6. Knowledge and use of reading assessment
 60.6.1. Identify measurement concepts, characteristic, and uses of norm-referenced,
criterion-referenced, and performance-based assessments.
 60.6.3. Interpret assessment date (e.g., screening, progress monitoring, diagnostic) to
guide instructional decisions.
 60.6.5. Interpret a student’s formal and informal assessment results to inform students
and parents.
 60.6.6. Evaluate the appropriateness (e.g., curriculum alignment, cultural bias) of
assessment instruments and practices
Reading Competencies
(From http://info.fldoe.org/docushare/dsweb/Get:Document1004/ReadingEndorsement_Competiences.pdf)
Competency 3: Foundations of Assessment: Specific Indicators
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3.3 Interpret students’ formal and informal test results.
3.4 Identify measurement concepts and characteristics and uses of norm-referenced and
criterion-referenced tests.
3.5 Understand the meaning of test reliability and validity, and describe major types of
derived scores from standardized tests
3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of
both quantitative and qualitative instructional assessments (to include each of the
following: screening, diagnosis, progress monitoring, and outcome measures).
Sunshine State Standards
The Sunshine State Standards are currently under revision by the State Board of Education to
review and adopt World Class Education Standards that prepare Florida’s students to effectively
engage, communicate, and compete globally with students around the world. Florida’s standards
will incorporate important skills such as critical thinking, problem-solving, creativity,
innovation, collaboration and communication. They may be accessed at:
http://www.fldoe.org/bii/curriculum/sss/
ESOL Competencies
(From http://www.fldoe.org/profdev/pdf/final_esol.pdf)
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:
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Standard 4.5: Identify strategies for facilitating articulation with administrators, content
area teachers, parents, and the community.
Standard 14.5: Design appropriate tests for determining placement and assessing
progress and achievement of LEP students.
Standard 19.3: Identify suitable assessment instruments that assist in complying with
legal obligations of districts serving LEP students.
Standard 20.2: Design appropriate tests for determining placement and assessing
progress and achievement of LEP students.
Standard 20.3: Adapt content-area tests to ESOL levels appropriate to LEP students.
Competency Alignment Matrix
Project
Name and
Assessment
Tool
Drop Box 2 –
Analysis of
Personal
Strengths and
Weaknesses
Final Project:
Case Study
Conceptual
Framework
Outcomes
(Characteristics)
Critical Thinker
Ethical/Moral
Professional
Critical Thinker
Decision Maker
Ethical/Moral
Professional
Problem Solver
Counselor-Mentor
NCATE
Standards
FEAPs
Subject Area
Competencies
and Skills
1
2
A-13
00.3.1, 00.3.2
1
2
A-4,
A-5, A7, A-10,
A-11,
A-12
60.6.1, 60.6.3
60.6.5, 60.6.6
Topics Covered by Section:
Section 1 – Foundation and Function of Assessment
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History of assessment
Current assessment practices
Legal requirements
Purposes of assessment
ESOL
Reading
Performance Endorsement
Standards Competencies &
Indicators
3.3, 3.4, 3.5, 3.6
4.5, 14.5,
19.3, 20.2,
20.3
4.5, 14.5,
19.3, 20.2,
20.3
3.3, 3.4, 3.5, 3.6
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How not to make enemies
Websites
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http://www.hooverdigest.org/024/ravitch.html (History)
http://www.ed.gov/pubs/NatAtRisk/index.html (A 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.westegg.com/unmaintained/carnegie/win-friends.html (How to not make
enemies)
Section 2 – Principles of Assessment
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Sources and types of information
Organizing information
Cardinal rules of assessment
Central tendency and dispersion
Trustworthiness: What scores mean
Assessing performance vs. learning
Florida Comprehensive Achievement Test (FCAT)
Section 2 Websites
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http://assess.nelson.com/a-gloss.html (Scores)
http://alpha.fdu.edu/psychology/age_vs_grade_based_scores.htm (Age vs. grade based
scores)
http://www.ldonline.org/ld_indepth/assessment/tests_measurements.html (LD online)
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk14.htm (Purpose of testing)
http://davidmlane.com/hyperstat/normal_distribution.html (Normal distribution)
http://www.tea.state.tx.us/student.assessment/taks/standards/sem.pdf (SEM)
http://web.sau.edu/WaterStreetMaryA/NEW%20intro%20to%20tests%20&%20measures
%20Website_files/standard_error_of_measurement.htm (SEM)
http://www.dmu.ac.uk/~jamesa/teaching/assessment.htm (Reliability and Validity)
http://www.nclrc.org/portfolio/6-0.html (Reliability and Validity)
http://education.umn.edu/nceo/OnlinePubs/Synthesis40.html
http://fcat.fldoe.org (FCAT)
Section 3 - Assessing Behavior and the Teacher and Learning Environment to Improve
Student Performance
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Teacher behavior and beliefs
Classroom variables
Our of classroom variables
Section 3 Websites
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http://www.education-world.com/a_admin/admin/admin368.shtml (Behavior)
http://education.curtin.edu.au/iier/iier7/dunkin.html (Teacher effectiveness)
http://www.findarticles.com/p/articles/mi_m0FCG/is_1_29/ai_84667404 (Teacher
behavior)
http://www.leaonline.com/doi/abs/10.1207/s15327930pje7904_1 (Variables-In class and
out)
Section 4 - Assessing Student Performance
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Knowing what to assess
Knowing how and where to assess
Best practices
Cautions
How to use information from testing in instructional planning
Section 4 Websites
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http://www.air.org/cecp/fba/problembehavior/strategies.htm (Alternative assessment)
http://www.cotf.edu/ete/teacher/rubricassess.html (Helping your groups work together)
http://pareonline.net/getvn.asp?v=7&n=4 (Portfolio)
http://www.cshe.unimelb.edu.au/assessinglearning/03/group.html (Assessing a group)
http://www.fldoe.org/bii/curriculum/sss/ (Sunshine State Standards)
http://www.sph.emory.edu/WELLNESS/reading.html (Assessing Reading)
http://www.nclrc.org/essentials/reading/assessread.htm (Assessing Reading)
http://teacher.scholastic.com/newteacher/readers/assessment/ (Assessing Reading)
http://www.nationalmathtrail.org/assessing_math_trail_projects.html (Assessing Math)
http://educational-advisor.com/mathcautions.html (Math assessment cautions)
http://www.isbe.net/spec-ed/PDF/BMChapter3-7-12.pdf language
http://www.proteacher.net/cgi-bin/dcforum/dcboard.cgi?az=list&forum=writing
(Language)
http://www.k111.k12.il.us/lafayette/fourblocks/angie%27s_assessment_%281st_gr%29.h
tm (Language)
http://www.nwrel.org/scpd/sirs/4/snap15.html Assessing Writing)
http://www.education-world.com/a_admin/admin/admin368.shtml (Behavior rubrics)
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http://www.fape.org/idea/what_idea_is/osher/indivinterv.htm (Assessing individual
behavior)
http://www.education-world.com/a_issues/issues110.shtml (Cautions re high stakes
testing)
http://cecp.air.org/fba/ (FBA)
http://www.fape.org/idea/what_idea_is/osher/main.htm (FBA)
Section 5 - Assessment Issues for Students with Special Needs
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Alternate assessment at the state level
Requirements for alternate assessment
How to determine eligibility for alternate assessment
Section 6 - Interpreting and Communicating Assessment Information
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Knowing what is important
Turning information into plans
Communicating assessment results
What not to do
What to do when it all goes wrong
Section 6 Websites
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http://faculty.washington.edu/krumme/guides/bloom.html (Writing objectives-Bloom’s
Taxonomy)
http://www.ext.colostate.edu/nso/nso/Educational%20Objectives/edobjectivespage.htm
(Educational objectives)
http://chiron.valdosta.edu/whuitt/col/plan/behobj.html (Writing objectives)
http://www.mde.k12.ms.us/extrel/pub/guide2.htm (Communication)
Tentative Schedule of Readings and Assignments:
READING AND QUIZ SCHEDULE
Section
1
2
3
4
Reading Completed By
1/16
2/6
3/12
4/9
Quiz
1/16-17
2/6-7
3/13-14
4/10-11
Study Guide
Open
Open
Open
Open
THREADED DISCUSSIONS
Discussion Topic
Introduction
Standardized Tests
Dates
1/9 - 12
2/11 - 12
Points
5
10
DROPBOX ASSIGNMENTS
Dropbox
Introductory
Assignment #1
Assignment #2
Assignment #3
Due Date
1/12 @ 11:59 PM
1/30 @ 11:59 PM
3/31 @ 11:59 PM
4/10 @ 11:59 PM
Points
10
10
10
FINAL EXAM ASSIGNMENTS
Assignment
First Final Exam Assignment
Second Final Exam Assignment
Third Final Exam Assignment
Fourth Final Exam Assignment
Final Exam (includes Culminating
Activities)
Due Date
1/18 @ 11:59 PM
2/15 @ 11:59 PM
3/8 @ 11:59 PM
4/5 @ 11:59 PM
4/18 @ 11:59 PM
Points
10
10
10
10
100
LIVEROOM CHATS
There will be two Liveroom Chats. These chats are not required and there are no points
associated with them, but they are available should you need additional assistance
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Chat on Quiz 2 and the Final Exam - 1/27
7:00-8:00pm
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Chat on the Final - 3/31 7:00-8:00pm
.
EXTRA CREDIT ASSIGNMENTS
Several opportunities for extra credit will be provided throughout the semester. There are several
credit assignments that are announced. The rest are unannounced. Therefore, you must
frequently check the Extra Credit Folder on the course content page to determine if an extra
credit assignment is available. You can only submit if you have completed all assignments since
the previous extra credit assignment. Keep checking the "Extra Credit" folder on the course
content page. These assignments cannot be made up once they are closed. There are also extra
credit point opportunities embedded in the readings.
Texts:
Required: Popham, J. W. (2005). Classroom assessment. Boston” Allyn and Bacon.
ISBN 9780205412563
Required: TK20 Subscription available directly at http://uwf.tk20.com or
through the UWF campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
See additional information provided in the next section.
Websites: Pertinent websites are provided by section. The websites provide critical
information that will be used in the lectures, tests and assignments. These
websites are not meant to be exhaustive, but rather provide a beginning for your
reading.
The Professional Education Unit at UWF adopts TK20:
UWF recently enhanced its procedures to ensure that you receive the quality education you deserve! The
Professional Education Unit implemented a set of new and exciting software tools that enable you to fully
grasp all six aspects of being an Empowered Person and Professional who takes action and makes a
difference.
The set of tools that is required as a course text is called TK20 CampusTools. This comprehensive system
provides us with a rich set of tools to help maintain the quality of our programs and your education. Here
is a partial listing of what the tools will allow you to do.
The Tk20 system will allow you to:
1. Build your artifacts/assignments electronically, online. Your artifacts will stay with you, so you
can use them for years, even after graduation.
2. Create electronic portfolios for documenting your work for presentation to the faculty and
prospective employers.
3. Have a fully documented record of your field experience work and your experience with student
teaching/clinical practice.
4. Fill out all your application forms online. This includes applications for admission to the program
and for student teaching.
5. Future enhancements will allow you to receive updates on job openings and employment
possibilities.
The UWF TK20 Unit Administrator is Dr. Richard Faessel. If you need assistance, you may contact Dr.
Faessel directly at Tk20@uwf.edu or by phone: (850)857-6311. We appreciate your hard work and
dedication toward completing your education at the University of West Florida!
Grading/Evaluation System:
Grading Criteria:
Assignment
2 Threaded Discussions
3 Drop Box Assignments
4 Quizzes
4 Final Exam Assignments
Final Exam
Total
Points
15
30
85
40
100
270
Several extra credit opportunities will be available. You are encouraged to take advantage of the
information (and extra points) they will provide.
Course Grade Determination:
A
B
C
D
F
90% - 100%
80% - 89%
70% - 79%
60% - 69%
59% and below
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.
References/Bibliography:
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.
Special Technology Utilized by Students:
Each UWF Student is expected to:
• activate a UWF ArgoNet email account
• access email two to three times weekly
• have basic word processing knowledge
Course Technology
This course may be taught in either a blended format or online format.
100% of the course work requires use of software available from an ArgoNetenabled computer or equivalent. This course does not require any on-campus meetings.
Instructor will be present in the classroom at this location. (Blended sections)
Tk20 software is a requirement of this course.
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.
Student Handbook:
(PDF Format)
http://www.thezonelive.com/zone/02_SchoolStructure/FL_UniversityofWestFlorida/handbook.p
df
Assistance: Students with special needs who require specific examination-related or other
course-related accommodations should contact the Student Disability Resource Center (SDRC),
sdrc@uwf.edu, 850.474.2387. SDRC will send an email to the instructor that specifies any
recommended accommodations. SDRC will provide the student with a letter for the instructor
that will specify any recommended accommodations.