Education
Department
Departmental
Course Syllabus
Ed
343: Evaluation and Measurement
(CRN 30440)
Spring,
2008
Class Day,
Time: Tu, Th 4- 5:15 PM Instructor: Dr. Thomas Hogan
Location: MGH 206 Office
& phone: AMH 223 941-4268
Credit Value: 3 cr Office
hours: Tu,Th 10-11, W 11-12
E-mail: Thomas.Hogan@Scranton.edu
The PROFESSIONAL
EDUCATOR AS SCHOLAR/DECISION-MAKER is a model developed by the Education
Department of the University of Scranton to describe their philosophy and
practice regarding the preparation of professionals - teachers, counselors, and
administrators - to facilitate the education of elementary and secondary
students. The programs of the Education
Department develop the skills required by the candidate to make appropriate
decisions regarding the candidate’s personal and professional life, as well as
knowledge in the content areas within the liberal arts traditions of the
University
of Scranton-Education Department 1993 v
Code of
Academic Honesty:
The
Education Department honors the Academic Code of Honesty in the
Course
Prerequisites:
The catalog lists no prerequisites.
Course
Description (from catalog):
Educ 343: Evaluation and Measurement
This course acquaints prospective teachers
with the various facets of test interpretation and test construction.
Standardized achievement, diagnostic, and aptitude tests will be covered, along
with teacher-made objective and essay tests. Emphasis will be placed on
constructing valid and reliable tests by the teacher. The use and misuse of
standardized tests and teacher-made tests will be discussed.
Required
Texts/Readings:
Hogan, T. P. (2007). Educational
assessment: A practical introduction.
Course
Objectives and Student Assessments:
|
Ch |
Topic |
Key
Objectives |
Ed Unit |
PDE |
ACEI |
|
1 |
Intro |
§
Describe principal purposes and key questions about educational
assessment. §
Identify the major trends in current educational assessment,
including fairness. §
Accurately use terms in current descriptions of educational
assessment. |
D-1 |
I-B,II-B II-E,II-F |
4 |
|
ApA |
Information |
§
Show familiarity with sources of information about existing
assessments including state and
national assessments. |
D-1 |
I-B,II-C, II-E,II-F, III-A |
4,
5.1 |
|
2 |
Statistics |
§
Identify variables at the level of construct and operational
definition. §
Demonstrate competence in use of simple descriptive statistics,
including measures of central tendency, variability, z, and correlation. §
Show ability to determine latter with software package. |
S-3 |
I-B, II-E |
4 |
|
3 |
Reliability |
§
Identify the major sources of unreliability in assessments. §
Describe the methods for studying reliability. §
Use reliability information to interpret assessment information. |
S-3 |
I-B, II-B, II-E |
4 |
|
4 |
Validity |
§
Identify the major ways of describing test validity. §
Show how to align assessment with content standards. §
Describe the concept of “fairness” and how it is studied. |
E-1, S-3, D-1 |
I-B, II-B |
4 |
|
5 |
Interpreting |
§
Define the main methods used for norm-referenced interpretation,
including strengths and weaknesses of each. §
Define criterion-referenced interpretation and how it is used in
standards based systems. §
Show competence in using standard reports of NR and CR information. §
Outline procedures for self-referenced on repeated measures,
especially as used for special populations. |
S-3 |
I-B, II-B |
4 |
|
6 |
Planning Assessment |
§
Show how objectives are used in assessment planning. §
Demonstrate competence in accessing existing content standards,
especially at the state level. §
Outline major factors in an overall assessment plan. §
Plan a particular assessment. |
S-1, D-2 |
I-B, II-B |
4 |
|
7 |
Selected-response |
§
Evaluate the relative merits of selected-response and
constructed-response items. §
Demonstrate competence in preparing S-R items, using professional
guidelines. |
S-3 |
I-B, II-B |
4 |
|
8 |
Constructed-response,
performance |
§
Describe the two key problems for constructed-response items. §
Show competence in preparing C-R items, including essays,
performances, and portfolios. §
Effectively use appropriate methods for scoring C-R items, including
use of rubrics. |
S-3 |
I-B, II-B |
4 |
|
9 |
Interests, creativity,
non-test |
§
Demonstrate methods for assessing interests. §
Demonstrate methods for assessing creativity. §
Identify useful non-test indicators of achievement. |
S-3, D-2 |
I-B, II-B |
4 |
|
10 |
Administra-tion, Analysis |
§
Show competence in administering external tests. §
Explain basic principles underlying the notion of accommodations. §
Demonstrate simple item analysis procedures. |
S-3 |
I-B, II-B, III-B |
4 |
|
11 |
Standardized Achievement
Tests |
§
Describe typical features of each major category of standardized
achievement tests. §
Compare characteristics of standardized and teacher-made assessments. §
Identify appropriate and inappropriate practices for administering
standardized tests. |
S-3 |
I-B, II-B |
4,
3.2 |
|
12 |
Other Standardized Measures |
§
Describe major features and uses of mental ability tests. §
Identify criteria used in defining mental retardation. §
Identify criteria used in defining learning disabilities. §
Show how a behavior rating scale is used by a teacher. |
S-3 |
I-B, II-B |
4,
3.2 |
|
13 |
Grading |
§
Explain alternative rationales for grading. §
Describe the variety of formats used for report cards. §
Show competence in using an electronic record system for grading. §
Outline suggestions for conducting a parent-teacher conference. |
S-3, S-4, D-1, D-4 |
I-B, II-B, III-D |
4,
5.3 |
|
14 |
Legal Issues |
§
Accurately describe key terms used in “the law.” §
Summarize key provisions in IDEA and NCLB. §
Show at least passing acquaintance with |
S-3 |
I-B, II-B, III-B |
4 |
|
15 |
Self-evaluation |
§
List major methods for self-evaluation of teaching, including
strengths and weaknesses of each. §
Describe the role of reflection in self-assessment. |
S-2, D-4 |
I-B, II-B |
4,
5.2 |
|
Ch |
Topic |
Assessment:
Knowledge |
Assessment:
Performance * |
|
1 |
Intro |
Quiz |
Assign #1 |
|
ApA |
Information |
Quiz |
2 searches |
|
2 |
Statistics |
Quiz |
Ex. 2,3,4,5,6 |
|
3 |
Reliability |
Quiz |
Ex. 1,2,6 |
|
4 |
Validity |
Quiz |
Ex. 1,3,4 |
|
5 |
Interpreting |
Quiz |
Ex. 1,3,6,7 |
|
6 |
Planning Assessment |
Quiz |
Ex. 4,7 |
|
7 |
Selected-response |
Quiz |
Ex. 1,2,6,7 |
|
8 |
Constructed-response,
perform. |
Quiz |
Ex. 2,4,5 |
|
9 |
Interests, creativity,
non-test |
Quiz |
Ex. 1,3,6 |
|
10 |
Administration, Analysis |
Quiz |
Ex. 1,6 |
|
11 |
Standardized Ach. Tests |
Quiz |
Ex. 3,9,11 |
|
12 |
Other Standardized
Measures |
Quiz |
Ex. 1,4,7 |
|
13 |
Grading |
Quiz |
Ex. 4,5 |
|
14 |
Legal Issues |