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Effective: Early Spring 8-Week 2017/2018

EDUC 322: Educational Measurement And Assessment

Course Description

The study of methods used to develop educational measurements, including teacher-made and standardized assessments, and the procedures used to globally assess student achievement.  Emphasis is on the development, administration, interpretation, and utilization of informal, teacher-made evaluation measures to include paper-pencil, performance assessments, portfolio assessments, and observation instruments.  Included also are the concepts of validity and reliability, evaluation and reporting methods, and the historical study of psychometry.

Prerequisite: EDUC 300 or EDUC 505; EDUC 230/PSYC 230; or EDUC 560; and admission to the Teacher Certification Program.

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Popham, W.J. . (2017). Classroom assessment: What teachers need to know (8th). New York: Pearson.
    • [ISBN-978-0-13-405386-8]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course focuses on the major concepts classroom teachers need to understand about assessment. We will compare and contrast traditional and authentic methods of assessment, define and apply the concepts of validity and reliability of instruments used for measurement and assessment, define and evaluate portfolios and performance assessments and their uses, and identify social skills and areas of the affective domain that can be assessed by classroom teachers. We will address motivation and testing, different forms of assessment, (traditional paper-pencil assessments, alternative methods of assessments, teacher-made tests, standardized tests), appropriate grading techniques, and assessing special need students.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


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)

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (8) 200 20%
Writing Assignments (5) 150 15%
Assessment Plan 150 15%
Quizzes (5) 100 10%
Exams (2) 400 40%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion -- Thursday/Sunday
Discussion 1 25
Writing Assignment 1 30 Sunday
Quiz 1 20
Week 2
Assignment Points Due
Discussion 2 25 Thursday/Sunday
Writing Assignment 2 30 Sunday
Quiz 2 20
Week 3
Assignment Points Due
Discussion 3 25 Thursday/Sunday
Writing Assignment 3 30 Sunday
Quiz 3 20
Week 4
Assignment Points Due
Discussion 4 25 Thursday/Sunday
Midterm Exam 200 Sunday
Week 5
Assignment Points Due
Discussion 5 25 Thursday/Sunday
Writing Assignment 4 30 Sunday
Quiz 4 20
Week 6
Assignment Points Due
Discussion 6 25 Thursday/Sunday
Assessment Plan 150 Sunday
Week 7
Assignment Points Due
Discussion 7 25 Thursday/Sunday
Writing Assignment 5 30 Sunday
Quiz 5 20
Week 8
Assignment Points Due
Discussion 8 25 Thursday/Saturday
Final Exam 200 Saturday
Total Points 1000

Assignment Overview

Discussions

Each week you'll have a discussion that relates to the weekly learning resources. In Weeks 1 through 7, your initial post is due by Thursday at 11:59 pm Central Time (CT) and two responses to classmates’ postings per discussion are due by Sunday at 11:59 pm CT. In Week 8, your responses are due by Saturday at 11:59 pm CT.

Your initial post must include original thought, be well written with proper spelling, punctuation and grammar. The post must thoroughly address the discussion topic and use APA citations. Your responses to two other classmates’ postings should provide constructive and supportive feedback. All posts must be original thoughts and ideas.

Your grade for all discussions in the course will be based on two criteria:

  • Quality of your contribution: Initial posts must be original thought, well written, and thoroughly address the discussion topic. Substantive posts that help to advance the discussion are of more value that comments such as “I agree” or “good post.” Reflect what you like about the comments of your classmates. Provide constructive and supportive feedback. Ask questions (if you like) to engage them in further discussion.
  • Level of participation: the number and timeliness of your posts. The minimum number of responses expected for each discussion topic is a response to the initial question and two responses to your classmates.

Writing Assignments

There are five writing assignments where you'll provide examples of educational measurement and assessments and explain assessment practices. Assignments must be at least two pages, double-spaced using a 12 pt font and use APA formatting.  They are due Sunday at 11:59 pm CT of the week assigned.


Assessment Plan

For your Assessment Plan, you'll provide a thorough description of a unit lesson for a K-12 grade classroom.  It should include: 

  • Title of Unit
  • Grade Level
  • Hook or Anticipatory
  • Learning Objectives
  • Material needed
  • Procedures

As part of the assessment, create five detailed assessments with an associated rubric for the lesson. You can choose any 5 (no paper-pencil assessment) of the over 20 assessment strategies provided in the course.
These assessments need to include:

  • Type of assessment strategy you will be using (no paper-pencil assessment).  
  • Measurement of the objective(s)
  • Step by step procedures for how you will conduct the assessment
  • A rubric for grading that includes:
    • Criteria
    • Levels of performance
    • Points to calculate grade

    The Assessment Plan is due Sunday at 11:59 pm CT of Week 6 to the appropriate dropbox folder and discussion topic.  A Sample Unit Lesson Plan is provided in the Content area.


Quizzes

There are five quizzes over weekly learning resources, these include the readings and questions from the lectures and videos.  The quizzes will have 10 multiple choice or true false questions worth 2 points each.  You'll have one 20 minute attempt to take the quiz.

The quiz will open on Monday at 12:00 am CT and close on Sunday at 11:59 pm CT of the week it is assigned.


Exams

The midterm and final exams are not proctored.  Each exam will consist of multiple choice, true false and short answer items. You will have one attempt and 100 minutes to complete the exam.  

  • The midterm opens Monday 12:00 am CT and closes Sunday at 11:59 pm CT of Week 4,
  • The final opens Monday 12:00 am CT and closes Saturday at 11:59 pm CT of Week 8


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: What Do Teachers Need to Know about Assessment?
Learning Resources
  • Chapters 1 and 2
  • Video: “Formative Assessment: Collaborative Discussions.”  Teaching Channel [Available in the Content Area of the Course]
Introduction Discussion

Introduce yourself to your classmates. Include your profession, hobbies, interests, and any other information that can help us get to know you. Include your interest in education and assessment. Let us know what you hope to learn in this class.

Discussion 1

Select 3 alternative assessments to a “paper-pencil test” from the list provided in the Content area of the course. Explain each assessment and why you would use them in your current or future classroom.

Writing Assignment 1

Imagine that you have been selected by your fellow teachers to explain to a large group of parents why your school is going to push for higher performance standards due to lower state exam scores. Many parents are confused about the differences between content and performance standards.

Write a two page “speech” explaining the differences to parents. Refer to page 45, “Parent Talk” for information.  You can use sources other than your book if needed, but be sure to cite your sources in APA formatting.

Quiz 1

The quiz covers readings for this week and may include questions over the video clip.

Week 2: Reliability & Validity
Learning Resources
  • Chapters 2 and 3
  • Video: “Validity versus Reliability” Mumina Sahar Obeid [Available in the Content Area of the Course]
Discussion 2

Give examples of various forms of evidence of validity for test items. Include a short explanation after each example:

  • One example of content-related evidence
  • One example of criterion-related evidence
  • One example of construct-related evidence
Writing Assignment 2

Imagine that your principal has chosen you to explain to a group of parents at a PTA meeting what standard error of measurement means.

Write a two page speech geared for parents. Please provide 2 sources; one can be your text. Use APA formatting.

Quiz 2

The quiz covers readings for this week and may include questions over the video clip.

Week 3: Fairness and Selected-Response Tests
Learning Resources
  • Chapters 5 and 6
  • Video: “Identify & Eliminate Assessment Bias” Dr. Tom Mawhinney [Available in the Content Area of the Course]
Discussion 3

Create a multiple-choice item (selected response item) that shows gender-based bias. Be sure to include an explanation of why it is gender-based bias. Then, revise the selected response item to make it free of bias. Explain why it is free of gender-based bias.

Be sure to use a different example from your classmates’ examples or text.

Writing Assignment 3

Write 10 selected response items related to what we have learned in this class. Include the answers at the end or bold/highlight the answers. This assignment will help you review for your midterm next week.

Quiz 3

The quiz covers readings for this week and may include questions over the video clip.

Week 4: Constructed Response Items & Performance Assessment
Learning Resources
  • Chapters 7 and 8
  • Video: “Performance as a Culminating Activity.” Teaching Channel [Available in the Content Area of the Course]
Discussion 4
Imagine that you have been selected to serve on a large, district-wide science judging committee. The committee is looking for your guidance on how to select which student will win the science fair. How are you going to lead this group to “judge” which science fair project is the best? Create your own, original rubric. Be sure to include details.
Midterm Exam

This exam will be selected response items covering chapters 1-8 and instructor lecture notes. The exam will be timed so be sure to study.

Week 5: Portfolio Assessment & Affective Assessment
Learning Resources
  • Chapters 9 and 10
  • Video: “Calibration: Assessing Portfolio Defenses.”  Teaching Channel [Available in the Content Area of the Course]
Discussion 5

Create an electronic portfolio assignment for a 7th grade science class. Explain the assignment to your classmates. Also share your thoughts about using this type of assessment in your future or current classroom. Would you or wouldn’t you use this type of assessment?

Writing Assignment 4
Create two 10 item Likert-Scale Inventories. One for a 3rd grade classroom and one for a 5th grade classroom. You can choose the subjects!
Quiz 4

The quiz covers readings for this week and may include questions over the video clip.

Week 6: Improving Teacher Developed Assessments & Formative Assessments
Learning Resources
  • Chapters 11 and 12
  • Video: “Formative Assessment: Understanding Fractions.”  Teaching Channel [Available in the Content Area of the Course]
Discussion 6

Many times a teacher will quickly write up a test and then never devote any time to making the test better. As a teacher or future teacher, describe the differences between judgmental and empirical item improvement techniques. Include an example of each type. Which method would you most likely use?

Assessment Plan

Create 5 detailed assessments and rubrics for a unit lesson for a K-12 grade classroom. Provide a thorough description of the unit itself, including:

  • Title of Unit
  • Grade Level
  • Hook or Anticipatory
  • Learning Objectives
  • Material needed
  • Procedures

Include 5 detailed assessments with an associated rubric to grade each assessment. A list of possible assessment strategies (no paper-pencil assessment) will be provided in the Content area of the course.
Each detailed assessment must include:

  • Type of assessment strategy you will be using.
  • List of objective(s) the assessment will be measuring.
  • Step by step procedures for how you will conduct the assessment.
  • A rubric for grading that includes:
    • Criteria
    • Levels of performance
    • Points to calculate grade

Submit your unit lesson plan along with the 5 assessments and rubrics by 11:59 pm, Sunday, CST on Week 6 in the dropbox folder and in the discussion topic (this is a requirement so your classmates can see and save your lessons/assessments).
A Sample Unit Lesson Plan is provided in the Content area.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Standardized Test Scores and Test Preparation Practices
Learning Resources
  • Chapters 13 and 14
  • Video: “How cheating on standardized tests can be a criminal act.” PBS NewsHour [Available in the Content Area of the Course]
Discussion 7

In the text there are two guidelines to provide teachers with advice regarding the appropriateness of certain test-preparation activities. Please give an example of each of these guidelines. These examples can be hypothetical or ones you have seen or experienced.

Writing Assignment 5

Parents have come to your school meeting to see the results of their child’s standardized test scores. You have been selected by your principal to explain to the group of parents what the following terms mean: percentile, grade equivalents, scale scores, stanines, and normal curve equivalents. Be sure to explain each term and include understandable examples.

Quiz 5

The quiz covers readings for this week and may include questions over the video clip.

Week 8: Evaluation of Instruction and Assessment Based Grading
Learning Resources
  • Chapters 15 and 16
  • Video: “Instructional Design – Formative Evaluation” Catherine Fulford [Available in the Content Area of the course]
Discussion 8

Read the story about Karl on page 397 in your text. If you were Karl, what would you do?

Remember this week your responses to two classmates are due Saturday by 11:59 pm CT

Final Exam

The final exam is cumulative and covers chapters 1-16 and lecture notes.  Complete the final exam by Saturday at 11:59 pm CT.  You will have 50 selected response items.  This exam is timed so be sure to study.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late Writing Assignments will be accepted, but 5 points per day late will be deducted.

The Assessment Plan Project will be accepted, but 10 points per day late will be deducted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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