Beruflich Dokumente
Kultur Dokumente
3 Credit Hours
Spring, 2014
EDUC 639 Advanced Methods of Performance Assessment. Builds on fundamental
assessment knowledge and skills with emphasis on developing advanced competencies,
particularly in the areas of performance-based assessment, assessment in standards-based
environments and applying current philosophies and practices to classroom teaching.
(Chadron State College Graduate Bulletin 2011-2013, p. 59).
A.
Instructor:
B.
Office:
C. Prerequisite:
Graduate status
D.
Purpose:
Students will better understand the design, development and
implementation of advanced competencies in the areas of performance-based assessment
and standards-based assessments.
E.
Method of Instruction: Students will complete assigned readings and
discussions, interact with the instructor and other students, write assigned papers, and
submit materials to the instructor via e-mail and/or CSC digital platform.
F.
6.
7.
Demonstrate the skill, knowledge, and ability to respond to, and influence the larger
political, social, economic, legal, and cultural context. (professionalism, thinking skills,
human relations/diversity)
Demonstrate the ability to accept genuine responsibility for leading, facilitating, and
making decisions typical of those made by educational leaders. (communication, thinking
skills, methodology/technology, professionalism, assessment, and human relations/
diversity)
EducationUnitConceptualFramework:
The conceptual framework, Developing as Visionary Leaders for Lifelong
Learning,focusesonthefollowingcomponents:
Communication
Professionalism
HumanRelations/Diversity
Assessment
ThinkingSkills
Methodology/Technology
Leadership
IntendedProgramOutcomes:Thesixintendedprogramoutcomesareas
follows:
1) Promoteactivitiesthatelicitcriticalthought,beyondrecalland
comprehension.(THINKINGSKILLS)
2) Developandmaintainaphysicallyinclusiveandemotionallysafe
classroomenvironmentconducivetoeffectivelearning,thatencourages
studentconcerns,embraceselementsofdiversity,andexhibitsand
understandingofchildgrowthanddevelopment.(HUMAN
RELATIONS/DIVERSITY)
3) Designandassesslearningactivities(withsequentialgoalsandobjectives,
utilizingassessmentmeasurestomakeinstructionaland/orcurricular
decisions.(ASSESSMENT)
4) Demonstrate and promote effective communication skills
(with students and adults), while respecting diversity and
engaging students in the learning enterprise through
motivation and constructive learning applications.
(COMMUNICATION)
5) Plan and deliver teaching-learning activities that are
consistent with identified learning objectives, ability level
of students, while using a variety of instructional
methodologies/strategies to prescribe for individual
differences. (METHODOLOGY/TECHNOLOGY)
6) Demonstrate conduct befitting a professional educator, to
include the following dispositions: regular self reflection,
positive ethical behavior, respectful and attentive attitude,
effective classroom management skills, appropriate
knowledge of subject matter, and professional leadership.
(PROFESSIONALISM)
7) Utilize the knowledge, skills, and disposition developed
through the above six components to provide to a school
system the leadership necessary to utilize assessment to
improve learning, develop new and better methods and
technologies to enhance learning, display human behaviors
supportive of all learners, communicate effectively with
stakeholders, demonstrate an ability to think methodically
at a higher order thinking level, and model professional
behaviors appropriate for leaders within a school system.
(LEADERSHIP)
G.
Topics:
1. Assessments significance to educational leaders
2. What to measure and how to interpret results
3.
4.
5.
6.
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15.
16.
H.
Instructional contribution
Validity of assessment-based interpretations
Reliability of assessment devices
Absence of bias
High-quality comparative data
Creating educational assessmentswhats being assessed?
Selected-response items
Constructed-response items
Performance and portfolio assessments
Improving test items
Creating affective measures
Administering educational tests and using the results
Accountability tests: Make or break assessments for educational leaders
Statistical concepts needed to evaluate and use educational tests
Text:
Popham, W.J. (2005). Assessment for educational leaders. Needham Heights, MA:
Pearson/Allyn and Bacon. ISBN: 0205424007
J.
Course Schedule
Week
Reading
of
8/18
8/25
9/1
9/8
9/15
9/22
9/29
10/6
10/13
10/20
10/27
11/3
11/10
11/17
11/24
12/1
12/8
Introduction and
Response to Ch 1
Ch 2
Ch 3
Ch 4
Ch 5
Ch 6
Ch 7
Ch 8
Mid-Term Week
Ch 9
Ch 10
Ch 11
Ch 12
Ch 13
Ch 14
Ch 15
Finals Week
Due
Introductions-Responses to
Introductions and Ch 1
Response to Chapter 2
Response to Chapter 3
Response to Chapter 4
Response to Chapter 5
Response to Chapter 6
Response to Chapter 7
Response to Chapter 8
Post Power Points
Response to Chapter 9
Response to Chapter 10
Response to Chapter 11
Response to Chapter 12
Response to Chapter 13
Response to Chapter 14
Response to Chapter 15
Due date
Chapter
Response
Tuesday
Due Date
Peer
Response
Thursday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
replies to classmates chapter posts for each chapter 0.25 each. Mid term power point post
15pts, 2 replies to classmates PPTs 0.25pts each.
Grading Scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; 60 or below=F
L. Attendance: TheCollegeassumesthatstudentswillseektoprofitfromtheinstructional
programandwillrecognizetheimportanceofattendingeveryclassmeetingofcoursesfor
whichcreditisexpected.Responsibilityfornotifyingfacultyofabsences,andforarranging
potentialmakeup,restswiththestudents.
N.