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Grading Criteria

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Out of Class Assignment 

Competencies and Standards

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Updated October 12, 2004

MIAMI DADE COLLEGE            SCHOOL OF EDUCATION

PROFESSIONAL CORE COURSE SYLLABUS

EDF 4430 – Measurement, Assessment, and Evaluation (3 credits)

This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Prerequisite: MGF 1120, MGF 1106, STA 2014, STA 2023 OR comparable statistics course

Professor Information:             Name:   María M. Sifre-McMann

Office Hours:   7:15 PM-8:00 PM Phone: (305) 303-6842

Email: mcmann8325@bellsouth.net

I. COURSE DESCRIPTION

This course is designed to study principles of traditional and alternative assessment strategies, including behaviorist, constructivist and transpersonal measures.  Topics include ensuring equity with authentic assessments, rethinking assessment and its role in supporting educational reform, integrating assessment and instruction in ways that support learning, reporting assessment results and assessing the learner's progress appropriately.  In addition, the course will highlight acquiring an understanding of the content measured by state achievement tests, reading and interpreting data and using data to improve student achievement.  Finally, the course will enable the match of instructional strategies to the learner's cognitive, social, linguistic, emotional and physical needs. These competencies are based in part on the Florida Educator Accomplished Practices. 

II. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS                                TOP

Textbooks:  McMillian, James H. Classroom Assessment (3rd Edition).  Allyn and Bacon, 2004.

Resources:

Linn, Robert L. and Gronlund, Norman E. Measurement and Assessment in Teaching (8th Edition). Prentice Hall, 2000.

Popham, James W.  Classroom Assessment (3rd Edition). Allyn and Bacon, 2002. 

Costantino, Patricia M. and De Lorenzo, Marie N.  Developing a Professional Teaching Portfolio. Allyn and Bacon, 2002.

III. SUPPLEMENTARY READINGS AND REFERENCES

Electronic Resources/companion web site for the texts:

McMillan: http://www.ablongman.com/mcmillan2e

Linn:  http://www.prenhall.com/linn

Florida Educator Accomplished Practices (FEAPs):

http://www.firn.edu/doe/dpe/publications/preprofessional4-99.pdf

Florida Teacher Certification Exam Competencies (FTCE) http://www.firn.edu/doe/sas/ftce/pdf/ftcomp26.pdf

Interstate New Teacher Assessment and Support Consortium (INTASC): http://www.ccsso.org/contnet/pdfs/corestrd.pdf

Electronic Portfolios:

http://www.coe.iup.edu/njyost/portfolios/samples.html

http://www.cedu.niu.edu/tedu/portfolio/index.htm 

Technology/Audio/Video

“Simulations in Assessment,” Version 1.0, Ohio:  Merrill Prentice Hall

“Guidelines for Making Decisions About IEP Services”, Ohio: Merrill Prentice Hall

“A New IDEA for Education”, Ohio: Merrill Prentice Hall

“Together We Can!”, Juniper Gardens Childrens Project, Kansas City

“LifeLink ”, Ohio: Merrill Prentice Hall

V. SUPPLIES

A minimum of one CD-RW or a box of 3.5” floppy disks for artifacts for electronic portfolio.

VI. COURSE REQUIREMENTS & EXPECTATIONS

A. Attendance/PARTICIPATION,  WITHDRAWAL & INCOMPLETE POLICIES

Attendance and participation are required for optimal learning. Attendance and promptness are mandatory and will be recorded by the instructor.  It is the student’s responsibility to notify the instructor in advance of any absence and to make-up all assignments.  It is the instructor’s prerogative to withdraw students with more than three unexcused absences.

As a courtesy to all, it is expected that pagers and/or cellular phones are silenced.

B. ASSIGNMENTS

Students are expected to complete every assignment by the date it is due.

C. EXAMS                                TOP

There will be three unit quizzes. There will be no make-ups for these quizzes except for highly extenuating circumstances in which  the student presents a documented official excuse.  The instructor may exercise the prerogative of dropping the lowest unit quiz score and adding those points to the final project.  Each quiz will be designed to examine your knowledge, application, analysis and synthesis of the material presented in the class, texts, and course materials.  The quizzes will be composed of objective items (multiple choice, matching), interpretive exercises, short answer items and essay questions.

D.  GRADING SCALE AND INCOMPLETE POLICY

An Incomplete grade for the course is only available at the discretion of the instructor for a documented emergency that prohibits the student from completing the course.  The student must be passing and must have completed 75% of the course at the time of the emergency. The student must request the grade of incomplete and must agree to make up the missing work by a date specified by the instructor or by the end of the next major term, whichever is earlier.  This agreement must be formalized by completing the College’s Agreement for a Grade of Incomplete form.

E.  GRADING CRITERIA                                TOP

Course grades will be determined by applying the standard grading scale to a weighted average obtained as follows:

*You are encouraged to complete the interactive self-quizzes at the companion web site for the Linn text (www.prenhall.com/linn) and the web site for the McMillan text (http://ablongman.com/mcmillan2e).

**See rating scales and rubric accompanying this syllabus for expectations, and scoring instruments. 

See course calendar for other assignments required in the course. Assignments must be successfully completed in order to pass the course. If an assignment does not receive a passing score, the instructor will work with the student to improve performance.

VII. ALTERNATE INSTRUCTION/LEARNING SUPPORT CENTERS

Students who need help completing assignments or with work in-class are encouraged to see the instructor.

VIII. AMERICANS WITH DISABILITY ACT (ADA) STATEMENT:

Students who have a disability that might affect their performance in this class are encouraged to contact Access Services, in confidence, as soon as possible. The phone number is ________.

IX. ACADEMIC INTEGRITY

The instructor supports the College’s policies regarding academic integrity and honesty.  These include the policies regarding cheating, plagiarism, and fabrication of information.  It is your responsibility to understand fully what these policies are.  As such, you are encouraged to obtain a copy of the Student Rights and Responsibilities Handbook and read these policies carefully and thoroughly

A. Cheating – Cheating is defined as the improper taking or tendering of any information or material which shall be used to determine academic credit.  Taking of information includes, but is not limited to, copying graded homework assignments from another student; working together with another individual(s) on a take-home test or homework when not specifically permitted by the instructor; looking or attempting to look at another student’s paper during an examination; and looking or attempting to look at text or notes during an examination when not permitted.  Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; and sharing information on a graded assignment.

Plagiarism – Plagiarism is defined as an attempt to represent the work of another as the product of one’s own thought, whether the other’s work is published or unpublished, or simply the work of a fellow student.  Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an exam, term paper, homework, or other written materials or oral presentations for an academic requirement; submitting a paper which was purchased from a term paper service as your own work; and submitting anyone else’s paper as your own work.

Copyright law – Violation of copyright law is defined as an attempt to represent the work of another as the product of one’s own thought, whether the other’s work is written or found on the Internet or simply the work of a fellow student.  It is not limited to quoting oral or written materials.  It includes photographs, clipart, and music samples. For an academic requirement; submitting a paper, image, and/or music which was copied from a website as your own work; submitting anyone else’s paper as your own work is considered a breach of copyright law unless they fall into the guidelines of the Teach Act http://www.lib.ncsu.edu/scc/legislative/teachkit/

All class notes, lecture outlines, class assignments, examinations, and any other course information are copyrighted material and may not be copied or distributed in any format or for any purpose.

X.  COURSE CALENDAR - BY WEEK                                TOP

Texts:  McMillian, James H. Classroom Assessment (3rd Edition).  Allyn and Bacon, 2004.

Costantino, Patricia M. and De Lorenzo, Marie N.  Developing a Professional Teaching Portfolio. Allyn and Bacon, 2002.

Resources:

Linn, Robert L. and Gronlund, Norman E. Measurement and Assessment in Teaching (8th Edition). Prentice Hall, 2000.

Popham, James W.  Classroom Assessment (3rd Edition). Allyn and Bacon, 2002.

XI.  MAJOR COURSE COMPETENCIES AND STANDARDS                                TOP

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MIAMI DADE COLLEGE            SCHOOL  OF EDUCATION

EDF 4430 ASSESSMENT PROJECT TEMPLATE                              TOP

See Rating Scales for Evaluation Criteria

Name of MDC Student ______________________________________________________________

I. CURRICULUM

General Unit Content: _______________________________________________________________

Specific Student Outcomes/Competencies: List from 8 – 12 for the unit Focus on the main understandings, learning processes, and attitudes expected from students.  Correlate each with the Sunshine State Benchmark and the appropriate (NCTM, NSTA, CEC) national standards assessed.

II. STUDENTS

Subject Area, Grade Level (e.g., ESE, 9th grade)__________________________________

Description of Special Needs Student(s).  Indicate the number and types of special needs students (e.g., 4 ESOL, 1 ESE – visual difficulty)

Pre-Instruction Assessment: Describe how will you determine prior knowledge and/or readiness for the instruction? Will you use structured exercises, pretests, informal observation, questions, standardized test(s), or another method? Will they be fair (non-biased) for all students, practical,  efficient and promote student learning?

III. TRADITIONAL SUMMATIVE ASSESSMENT

Items:  Include a variety of types with a minimum of 5 for each of the following: completion, short answer, matching, binary choice (e.g., True/False, agree/disagree), and multiple choice as well as 1 interpretive exercise or essay

Test Blueprint: Create a table indicating the unit content on the “x axis” and type of learning targets on the “y axis”.  Include the number and percent of test items for each.

Directions and Format:  Write the directions and indicate the conditions of assessment (Who will assess? How much time will students be given? What materials or equipment are needed? Will students be permitted any help from the teacher or peers?) 

Scoring Methods:  Include procedures and scoring key for the traditional assessment.

Assessment Accommodations:  Include for test directions, construction, administration, site, grading and reporting as needed.

IV. ALTERNATE PERFORMANCE ASSESSMENT

Task: Select a task that integrates a number of skills and understandings (multiple learning targets), focuses on higher-order thinking, is relevant, realistic, developmentally appropriate, and meaningful to students.

Scale and Scoring Methods:  Include an analytic scale with clear criteria and procedures.

Assessment Accommodations:  Include for test directions, construction, administration, site, grading and reporting as needed.

V. REMEDIATION PLAN:

Describe the activities and re-assessment for those students not meeting expected outcomes.

VI. REFLECTIONS:

What could be improved?  Where the competencies met by students?  Were appropriate accommodations made for ESOL and each type of ESE students?

                                TOP

MIAMI DADE COLLEGE SCHOOL OF EDUCATION

EDF 4430 ASSESSMENT PROJECT

RATING SCALE FOR CURRICULUM

Name of Student ______________________________________________________________

Rating:

Circle the letter that demonstrates the above performance on each criterion.

COMMENTS ON STRENGTHS AND AREAS FOR IMPROVEMENT:

MIAMI DADE COLLEGE             SCHOOL OF EDUCATION

EDF 4430 ASSESSMENT PROJECT

RATING SCALE FOR STUDENTS

Name of Student ______________________________________________________________

Rating: 

Circle the letter that demonstrates the above performance on each criterion.

COMMENTS ON STRENGTHS AND AREAS FOR IMPROVEMENT:

MIAMI DADE COLLEGE SCHOOL OF EDUCATION

EDF 4430 ASSESSMENT PROJECT

RATING SCALE FOR TRADITIONAL SUMMATIVE ASSESSMENT

Name of Student ______________________________________________________________

Rating: 

Circle the letter that demonstrates the above performance on each criterion.

COMMENTS ON STRENGTHS AND AREAS FOR IMPROVEMENT (Use reverse side):

MIAMI DADE COLLEGE SCHOOL OF EDUCATION

EDF 4430 ASSESSMENT PROJECT

RATING SCALE FOR ALTERNATE PERFORMANCE ASSESSMENT

Name of Student ______________________________________________________________

Rating: 

Circle the letter that demonstrates the above performance on each criterion.

COMMENTS ON STRENGTHS AND AREAS FOR IMPROVEMENT:

MIAMI DADE COLLEGE SCHOOL OF EDUCATION

EDF 4430 ASSESSMENT PROJECT

RATING SCALE FOR STUDENT REMEDIATION PLAN

AND PRE-SERVICE TEACHER REFLECTION

Name of Student ______________________________________________________________

Rating: 

Circle the letter that demonstrates the above performance on each criterion.

COMMENTS ON STRENGTHS AND AREAS FOR IMPROVEMENT:

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