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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 of data produced by either parametric or nonparametric statistics. Prerequisite: Admission to the Teacher Certification Program or full MAT status.

Prerequisite(s) / Corequisite(s):

Admission to the Teacher Certification Program or full MAT status.

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

An Introduction to Student-Involved Assessment for Learning
By Stiggins, R. (Pearson)
Educational Testing and Measurement: Classroom Application and Practice
By Kubiszyn, T,, & Borich, G. (Wiley)
Classroom Assessment for Teachers
By Witte, R.H. (New York: McGraw-Hill)
Seven Strategies of Assessment for Learning
By Chappuios, J. (Boston: Allyn & Bacon)
Course Objectives
  • MOSPE Standards: 4,7
  • To compare and contract the traditional and authentic assessment paradigms.
  • To define and apply the concepts of validity and reliability of instruments used for measurement and assessment.
  • To recognize bias as it applies to student diversity and item construction.
  • To understand the purposes and distinctions among formative and summative, norm-referenced and criterion-referenced, performance-based and traditional assessments.
  • To understand the purpose and process of aligning learning, instruction and assessment.
  • To write selected-response and contructed-response items and corresponding scoring criteria to assess various and appropriate domains.
  • To analyze and communicate assessment outcomes.
  • To develop an assessment framework for a future classroom.
Measurable Learning Outcomes:
  • Analyze commercially produced tests for validity and reliability.
  • Identify common standardized tests used in schools and interpret the results to accurately convey students' progress.
  • Recognize bias as it applies to student diversity.
  • Write selected-response and contructed-response items for a variety of purposes to assess various and appropriate domains.
  • Develop performance/authentic assessments using appropriate techniques for a future classroom.
  • Allign assessment types to state standards and discuss the learning-instruction-assessment model.
  • Analyze and communicate assessment outcomes.
  • Evaluate and develop types of scorng criteria and systems of grading.
Topical Outline:
  • Assessment models that are classroom ready will be benchmarks for the certification portfolio.
  • Norm-referenced vs. criterion-referenced testing
  • Developing an authentic/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 vs. student achievement
  • Assessing problem-solving and higher level thinking strategies
  • The learning-instruction-assessment feedback loop
  • Portfolio, performance, and authentic assessment
  • Affective assessment and assessing process skills
  • Assessing physical and social development
  • Teacher-made tests vs. standardized tests
  • Appropriate practices in grading
  • Assessing special needs
  • Using technology to create and analyze assessments
  • Rubrics and other scoring criteria
  • Formative vs. summative assessment

Recommended maximum class size for this course: 15

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: November 7, 2012
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 objectives and cover the subjects listed in the topical outline. 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.

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