Northern Arizona University
College of Education

The mission of the College of Education at Northern Arizona University is to
prepare education professionals to create the schools of tomorrow.

 ECI 565 Evaluation of Learning
 Spring 2004


Location: NAU/AWC campus AC 286
Dates/Times: Thursdays, 4:30 – 9:45, March 11 – May 6
Credit Hours:  3 hours   
Instructor:     Vicki Ardisana
Office hours: AC 245    Tues., 2 – 6 &
                       Thurs., 2 – 4 or by appointment
Email:     Vicki.Ardisana@nau.edu         Phone: 317-6415


Interview Assignment





Course Description:

Students develop the knowledge, skills, and attitudes necessary to effectively evaluate learning. This includes understanding assessment as the process of gathering information to guide decision making, examining a variety of formal and informal assessments, evaluating their relative merits and limitations, understanding the concepts of validity and reliability, and formulating an initial assessment philosophy that recognizes the social and political milieu of schooling.


Catalogue Description

Principles and techniques of evaluation of achievement in education at the elementary and middle school level.

Texts

Required:
Gallagher, J. D. (1998). Classroom assessment for teachers. Upper Saddle River, NJ:    Prentice-Hall.
ISBN 0137481047

Department of Education, No Child Left Behind http://www.ed.gov/nclb/landing.jhtml

Recommended:
Wilde, S. (2002). Testing and standards: A brief encyclopedia. Portsmouth, NH: Heinemann.
ISBN 0325003602
Marzano, R. J. (2000). Transforming classroom grading. Aurora, CO: McREL
     (Alexandria, VA: ASCD publication).
ISBN 0871203839

Other readings from http://www.nau.edu/cline/   Course specific resources for students

Course Objectives

In accordance with the College of Education Mission Statement, this course prepares education professionals to create the schools of tomorrow. Your successful completion of this course will enable you to:

Knowledge:

A.    Understand key terms related to assessment including but not limited to reliability, validity, and alignment. 4:2
B.    Understand the role of measurement and assessment in guiding decision making. 4:3
C.    Recognize the purpose and limitations of tests and alternative assessments. 8:10
D.    Understand systems for assigning and recording grades and issues involved in grading. 4:3
E.    Understand the social, legal, and political contexts of assessment. 8:13
F.    Understand current trends and issues in the field of assessment. 8:10
G.    Identify and plan methods of communicating student progress. 4:4
H.    Identify laws and ethics related to student assessment. 4:5, 8:3

Skills:

A.   Write learning objectives and select evaluation procedures congruent with objectives. 1:3
B.    Construct a well-written paper and pencil test. 4:2
C.   Construct effective rating scales and checklists. 4:2
D.   Design and manage age-appropriate portfolios. 4:3
E.   Develop student self-assessment tools. 4:1
F.   Use informal observational techniques in evaluating student learning. 4:2
G.  Interpret commonly used derived and standard scores. 6:1
H.  Begin formulating an assessment philosophy. 6:1
I.    Design assessments that address a variety of cognitive levels. 1:7, 2:4, 3:1, 3:9
J.    Design a variety of appropriate formal and informal assessments aligned with instruction. 4:2

Attitudes/Values:

A.    Recognize the short and long-term effects of assessment on student self-image. 8:10
B.    Understand the influence of teacher expectations on student performance.
C.    View assessment as an ongoing process. 4:1
D.    Recognize that all assessments are subject to measurement error. 8:10
E.    Maintain privacy of student records and performance. 4:5

Course Outline/Agenda 
 Chapter
Introduction to assessment 
  1
Assessment options in the classroom    
 2, 3
Instructional outcomes
 4
Creating different types of assessments for classroom use
 5 – 8
Using portfolios     midterm 
 9
Improving classroom assessment      
 10
Describing and reporting group and individual performances
 11
Creating and using grading and reporting systems  
12
Preparing students and administering assessments  
 13
Interpreting and using standardized assessment results  final
 14
              

Projects/Experiences
Journal articles
Course readings and discussions                
Administrator or board member interview regarding assessment
Design a variety of assessments: paper and pencil test, rating scale, checklist, portfolio, self-reflections, observation tools, etc.
Terms/concepts assessment
Midterm
Lesson plans showing alignment of assessments and instruction (mini unit)
Role play: parent/teacher conference, interpreting standardized test results to parents, student/teacher conferences
Group analyses of formal tests used locally (SAT 9, AIMS, DAPs, etc.)
Philosophy, implications, legalities
Final

Grading
Journal articles 
 2@25 = 50
Interview  
30
Reading reflections
 4@ 5  =20    
Terms/concepts assessment 
 20
Group assessment chapter presentation 
 20
Participations + assessments 
 10
Question/answer for midterm 
 10
Midterm    
 40
Mini unit with 2 lesson plans 
 40
Assessment matrix 
 30
Reflection journal and participation 
 90
Final  
40
Total                                    
 400
                    
    
               

It is expected that all students will master the material. Therefore, any assignment may be redone for a higher score.
90-100%  -  A        80-89%  -  B        70-79%  -  C