ED489 Testing and Evaluation of Student Learning

GENERAL INFORMATION:

Course title: ED489 Testing and Evaluation of Student Learning

Campus: National, Chuuk, Kosrae, Yap

Initiator: Alton Higashi

Date: February 7, 2018

Course description:

This course offers multiple methods of testing and evaluation of learning in the elementary classroom. Contents include terminology related to testing and evaluation of student learning, the development of assessment tools, and the use of descriptive statistics to facilitate teacher's professional judgment and decision-making. The student creates a portfolio of authentic assessment instruments based on FSM and State curriculum standards and benchmarks. Student professionalism is measured.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hrs			Sem. Credits
Lecture	3	x	16		48/16		=	3
Laboratory		x					=
Workshop		x					=
				Total Semester		Credits		3

PURPOSE OF COURSE:

[ x ] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: Admission in the Baccalaureate of Science Program in Elementary Education

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program
none

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply)

[ x ]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
[ x ]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[ x ]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[ x ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ ]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cul-tural contexts.
[ x ]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[ x ]	7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ x ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

Demonstrate the ability to teach all subjects for one semester in an elementary classroom either independently (internship) or under the supervision of a master teacher (student teaching) as measured by the following Interstate Teacher Assessment and Support Consortium (InTASC) standards:

a. Teach and create learning experiences that make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students;

b. Provide learning opportunities that support children's intellectual, social, and personal development;

c. Demonstrate understanding of how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners;

d. Use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills;

e. Use group motivation to create a learning environment that encourages positive social inter-action, active engagement in learning, and self-motivation;

f. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom;

g. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals;

h. Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner;

i. Reflect and continually evaluate the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and seek out opportunities to grow professionally; and

j. Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being;

Design, deliver, and assess instruction in support of students with special needs in the elementary classroom in accordance with the requirements of the Individualized Education Program (IEP) process; and
Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

Demonstrate understanding of key terminology found in testing and evaluation, particularly in descriptive statistics;
Construct a variety of assessment instruments, along with feedback strategies, appropriate to the level of children being tested and evaluated;
Demonstrate understanding of how testing and evaluation of student learning facilitate professional judgment and decision-making; and
Create a portfolio of authentic assessment instruments based on FSM National and State curri-culum standards and benchmarks.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Demonstrate understanding of key terminology found in testing and evaluation, particularly in descriptive statistics;
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
1.1 Describe specialized vocabulary related to testing and evaluation of student learning, to include but not be limited to the following: • descriptive vs. inferential statistics; • measures of distribution, such as frequency, percentile, bias, and skewness; • measures of central tendency, such as mean, median, and mode; • measures of dispersion, such as range, standard deviation, and standard error; • formative vs. summative, formal vs. infor-mal, quantitative vs. qualitative; and instruction-based vs. norm-referenced; • test construction; and • test validity and reliability. 1.2 Given a set of student scores on a simulated test, calculate descriptive statistics, including distribution, central tendency, and disper-sion, through the use of formulas. 1.3 Illustrate test results in graphic format, such as graphs, tables, and charts.	2,6,7 3,4,7,8 2,4,7,8	1d,1h 1d,1h 1d,1h	Objective tests on terminology and on examples Worksheet on simulated test results Graphic presentations (to be scored by rubric)
CSLO (General) 2: Construct a variety of assessment instruments, along with feedback strategies, appropriate to the level of children being tested and evaluated.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Describe the spectrum of assessment, as applied to the elementary classroom, to include evaluation, inventory, rubric, and portfolio. 2.2 Given rules for constructing test items and given FSM National and State curriculum benchmarks, construct assessment instruments, to include the following: • multiple-choice, true-and-false, fill-in-the- blank, and matching; • essays, short-answer questions, cloze-tests, and other performance items; and • a variety of rubrics, including those for writing essays and other performance items, with appropriate criteria and standards. 2.3 Describe the nature of feedback and its use to improve student learning at different grade levels of children in an elementary classroom. 2.4 Develop and apply feedback strategies through role-playing in classroom scenarios.	2,6,7 2,3,4,7 2,3,47 1,3,4,7	1d,1h 1d,1h 1d,1h 1d,1h	Objective test on spectrum of assessment Evaluation rating scales (to be scored by rubric) [In addition to the instructor's use of the scoring rubric, peers will use the same rubric to rate each others' assessment instruments.] Objective test on feedback Evaluation rating scale (to be scored by rubric) [Instructor and peers will evaluate demonstrations of feedback strategies in the classroom.]
CSLO (General) 3: Demonstrate understanding of how testing and evaluation of student learning facilitate professional judgment and decision-making.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Interpret various types of scores, including percentile rank, grade-level score, and scores on use of the FSM's NST, for the purpose of professional judgment and decision-making. 3.2 Describe features of data that contribute to test reliability and validity. 3.3 Given a set of sample tests, determine which test items reveal flaws in test construction that lead to lack of test validity, and recommend reconstruction of invalid test items. 3.4 Given a set of student scores on sample tests, calculate test reliability using the Kuder-Richardson Formula 21 and recommend any reconstruction of unreliable test items. 3.5 Develop a grading policy appropriate for use in FSM elementary schools. 3.6 Examine the use of the standard t-score system to assess need to reconstruct test items.	2,6 3,7 2,3,4 4,7,8 2,3,7 1,6,7	1d,1h 1d,1h 1d,1h 1d,1h 1d,1h 1d,1h	Objective test on interpreting types of scores Objective test on reliability and validity Worksheet on use of formulas of test validity and on recom-mendations Worksheet on use of KR21 formula and on recommendations Policy statement on a grading system (to be scored by rubric) Objective test on standard t-score system
CSLO (General) 4: Create a portfolio of authentic assessment instruments based on FSM National and State curriculum standards and benchmarks.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
1.1 Assemble assessment information into a port-folio. 1.2 Reflect on one's own assessment knowledge, methods, skills, disposition, and practice.	3,4,6*,7 2,3	1d,1h,3 3	Checklist of portfolio items (to be scored by rubric) Self-reflection paper (to be scored by rubric)

5) COURSE CONTENT:

• Assessment terminology and key vocabulary words

• Assessment instruments and feedback strategies

• Construction of a variety of assessment instruments

• The nature of a score

• Test validity and reliability

• Use of assessment formulas

• Portfolio

• Self-reflection

6) METHODS OF INSTRUCTION:

[ x ] Lecture [ x ] Cooperative learning groups

[ ] Laboratory [ x ] In-class exercises

[ ] Audio visual [ x ] Demonstrations

[ x ] Other: Peer evaluation

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

W. James Popham (March 2018). Classroom Assessment: What Teachers Need to Know, 8th edition (New York, NY: Pearson Education). ISBN: 978-0134894638.

8) REFERENCE MATERIALS: None.

9) INSTRUCTIONAL COSTS : None.

10) EVALUATION : The first summative instrument is the portfolio, with self-reflection paper, both to be scored by rubrics. The second summative instrument is the professionalism rubric to be admin-istered twice a semester.

11) CREDIT BY EXAMINATION : None.

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ED489 Testing and Evaluation of Student Learning