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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 580
Course Title: Methods of Effective Academic Evaluation
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

A study of formative, placement, diagnostic and summative evaluation. Emphasis is on the development, administration, interpretation and utilization of informal, teacher-made evaluation measures, to include paper-pencil and observation instruments. These measures may be norm-referenced, criterion-referenced or learner-referenced. Additionally, students learn to read and interpret formal assessment data produced by either parametric or nonparametric statistics. Prerequisite: Graduate standing; and admission to the Teacher Certification Program or full MAT or M.Ed. status.

 
Prerequisite(s) / Corequisite(s):

Graduate standing; and admission to the Teacher Certification Program or full MAT or M.Ed. status.

 
Course Rotation for Day Program:

No Day Course Rotation

 
Text(s): Most current editions of the following:

An Introduction to Student-Involved Assessment for Learning
By Stiggins, R. (Pearson)
Recommended
 
Course Learning Outcomes
  1. Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
  2. Recognizes diversity and the impact it has on education. (2.4)
  3. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  4. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  5. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)
  6. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  7. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  8. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  9. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  10. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  11. Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. (6.3)
  12. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  13. Describes, explains, and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals. (7.3)
  14. Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning, and uses analysis of the data to determine the effect of class instruction on individual and whole class learning. (7.4)
  15. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. (7.5)
  16. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)
  17. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  18. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)
  19. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  20. Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2)
  21. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.  (9.3)
 
Major Topics/Skills to be Covered:
  • Norm-referenced vs. criterion-referenced tests and interpretations
  • Development of a performance assessment
  • Reliability, validity, and absence of bias
  • Item and test analysis
  • Selected-response tests and constructed-response tests
  • Bloom's Taxonomy
  • Assessing student learning
  • Assessing problem-solving and higher level thinking strategies
  • Portfolio assessment
  • Affective assessment
  • Teacher-made tests vs. standardized tests
  • Appropriate practices in grading
 

Recommended maximum class size for this course: 15

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: November 14, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

Office of Academic Affairs
15/03