ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDF 4444
Assessment in the Curriculum
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 4444
4095
Two
None
Admission to EPI-CT, or ICERT-NO, or RCERT-NO
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Thursday
6:00-8:40
Blended
Michael T. Poulin
As Posted
Clearwater
NM 138
727-791-2788
Poulin.Michael@spcollege.edu
Clearwater
ACADEMIC DEPARTMENT: College of Education
Kimberly Hartman, Ph.D.
Tarpon Springs
Dean:
Office Location & Number:
BB 101
I. COURSE DESCRIPTION
This course is designed to develop the necessary skills required by teachers to develop a variety of assessments that will help
identify gaps in student learning and measure student learning gains. The course will instruct teacher candidates how to
design, select, implement, and interpret assessments for P-12 classrooms. Teacher candidates will learn how to analyze P-12
student assessment data and then communicate the results with parents and caregivers. The use of technology to organize
and integrate assessment data will also be addressed.
II. MAJOR LEARNING OUTCOMES
1.
The teacher candidate will use a variety of diagnostic, formative, and summative assessments to monitor P-12
student learning by:
a.
b.
c.
defining common terminology associated with evaluation and assessment in P-12 environments, e.g., normreferenced, criterion-referenced, portfolios, diagnostic evaluation, formative evaluation, summative
evaluation, etc.
explaining the purpose of assessment.
creating diagnostic, formative, and summative assessment tools to identify gaps in P-12 student subject
matter knowledge and measure student learning gains.
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
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2.
The teacher candidate will analyze and apply data from multiple assessments to diagnose P-12 student learning
needs by:
a.
b.
c.
d.
e.
f.
3.
The teacher candidate will demonstrate how to communicate the results of P-12 student outcomes and learning gains
with the student and the student’s parent/caregiver by:
a.
b.
c.
4.
identifying sources of data from a variety of assessments that can be used to diagnose P-12 student
learning needs.
evaluating sample P-12 student data to diagnose student learning needs.
developing sample test items that identify P-12 student learning needs.
using data from a variety of assessments to diagnose P-12 student learning needs.
evaluating various approaches/systems used to track P-12 student achievement.
determining ways teachers can provide evidence of validity and estimate reliability in assessment.
discussing the teachers’ ethical responsibilities to various P-12 student populations (Limited English
Proficiency [LEP], non-Limited English Proficiency [non-LEP], special needs populations) regarding
assessment.
explaining the relationship between educational accountability and P-12 student’s scores on standardized
achievement tests with a P-12 student and the student’s parent/caregiver.
The teacher candidate will apply technology to organize and integrate assessment data by:
a.
identifying appropriate technology tools to organize assessment data and to communicate grades to students
and their parents/caregivers.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required : Gronlund, N. E. (2013). Assessment of student achievement (10th ed.). Pearson.
ISBN: 9780132689632
Recommended :
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
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
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IV. COURSE REQUIREMENTS & EXPECTATIONS
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
Assignment Title
Diagnostic, Formative, and
Summative Labs
Student Assessment Project
Reliability & Validity Paper
Letter Home to Parents
Technology Plan
Connection to Competency
FEAPs 1d and 4b Students will
develop sample diagnostic,
formative, and summative
assessments that match learning
objectives and could lead to
mastery
FEAPs 3c, 4a, 4c Students will
create a project using sample
federal, state and classroom data
to identify gaps in student subject
matter knowledge, analyze and
apply data from multiple
assessments to diagnose students
learning needs, and develop a
variety of assessment tools that
can be used to monitor student
progress, achievement, and
learning gains
FEAPs 4e Students will create a
sample letter to parents/caregivers
that shares the importance and
outcomes of student assessment
data with the student and the
student’s parents/caregivers
FEAPs 4f Students will create a
technology plan for organizing
and integrating sample assessment
data
Item Writing Lab
Total Points for Course
Points
3 @ 50 pts each =150 pts.
100 points
50 points
50 points
50 points
50 points
450 points
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
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.
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
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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 above.
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/
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.
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
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VI. CALENDAR AND TOPICAL OUTLINE
Date
Readings & Assignments
Topic
Weeks 1 & 2
Module 1:
Introduction to Course
Read: Chapters 1, 2, 3
Assessment & Instruction
Week 1: Assessment Discussion Forum
Diagnostic Assessment Lab
How to Assess Students
Week 2: Formative Assessment Lab
Diagnostic & Formative
Assessments
Weeks 3 & 4
Module 2:
Read: Chapter 4
Validity & Reliability
Week 3: Validity & Reliability Discussion Forum
Week 4: Validity & Reliability Paper
Weeks 5 & 6
Weeks 7 & 8
Module 3:
Read: Chapters 5-8
Summative Assessments
Week 5: Item Writing Lab (Summative Assessment)
Proper Item Construction
Week 6: Technology Plan
Module 4:
Read: Chapters 9, 11, & 12
Communicating with
Parents/Caregivers
Week 7: Student Assessment Project
Week 8: Letter to Parents/Caregivers
Interpreting Test Results
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
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VII. Uniform Core Curriculum Assignments
Assignment Title
C & W Required
EDF 4444 Diagnostic, Formative, and Summative Labs
No
EDF 4444 Diagnostic, Formative, and Summative Labs
Yes
EDF 4444 Letter Parent/Caregiver
Yes
EDF 4444 Student Assessment Project
Yes
EDF 4444 Technology Plan
Yes
Uniform Core Curriculum Descriptor
FEAP 1.d. Selects appropriate formative assessments
to monitor learning.
FEAP 4.b. Designs and aligns formative and
summative assessments that match learning objectives
and lead to mastery.
FEAP 3.c. Identify gaps in Students’ subject matter
knowledge.
FEAP 4.a. Analyzes and applies data from multiple
assessments and measures to diagnose Students’
learning needs, informs instruction based on those
needs, and drives the learning process.
FEAP 4.c. Uses a variety of assessment tools to
monitor student progress, achievement, and learning
gains.
FEAP 4.e. Shares the importance and outcomes of
student assessment data with the student and the
student’s parent/caregiver(s).
FEAP 4.f. Applies technology to organize and
integrate assessment information
Syllabus Coordinator: Michael Poulin
EDF 4444
2015-2016
FEAP
OE/FSS
4
1.d, 4.b
4.e
3.c, 4.a, 4.c 1
4.f
Assignment Title / Connection to Competency
Diagnostic, Formative, and Summative Labs
Teacher Candidates will develop sample diagnostic,
formative, and summative assessments that match
learning objectives and could lead to mastery.
Student Assessment Project
Teacher Candidates will create a project using sample
federal, state, and classroom data to identify gaps in
student subject matter knowledge, analyze and apply
data from multiple assessments to diagnose student
learning needs, and develop a variety of assessment
tools that can be used to monitor student progress,
achievement, and learning gains.
Letter Parent/Caregiver
Teacher candidates will create a sample letter to
parents/caregivers that shares the importance and
outcomes of student assessment data with the student
and the student’s parents/caregivers.
Technology Plan
Teacher candidates will create a technology plan for
organizing and integrating sample assessment data.
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