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This course develops candidate’s ability to engage in best practices in creating, examining, interpreting teacher-created assessments. In addition, candidates learn to use assessment results in planning further instruction.

College of Education, Health and Human Services Norms I take 100% responsibility. I seek equity of voice. I am willing to talk about sensitive issues. I listen for understanding. I appreciate the strengths and contributions of others. I bring positive energy and encouragement to the team. I commit to the mission of the college.

ICL 3333: Student Assessment and Instructional Decision-Making Course Description: This course will examine aspects and types of classroom assessments, with particular emphasis on formative assessment, and the subsequent use of assessment results to improve student learning. Prerequisites: None Required Text: McMillan, J. (2014). Classroom assessment: Principles and practice for effective standards-based instruction, 6th Ed. Pearson. ISBN: 978-0-13-311942-8 Rationale for text selection:

Other selected readings will also be assigned

Support of Conceptual Framework:

1 ICL 3333 Fall 2013 Master Syllabus Methods of Instruction: This class will provide an organized, guided forum in which candidates could participate in: Classroom and on-line discussions, cooperative learning experiences, lecture-discussion, professional reading, and on-line modules.

COEAS Key Assessment: None required

Major Topics: 1. Understand the role of assessment in teaching

2. Learn assessment basics: Validity, Reliability, Bias

3. Understand and develop Formative assessments (strategies, design and development, and student needs)

4. Understand and develop Summative assessments (test construction, item analysis, and score interpretation)

5. Identify student learning needs, involve students in assessing their own learning and create assessments in response to diverse learning needs

6. Collaborate to Improve teaching, learning and assessment (using data, scoring collaboratively, grading, standardized assessments)

7. Understand and interpret scores of major standardized instruments used in the state of Tennessee, including TVAAS, TCAP, and PARCC

Course Objectives: Teacher candidates are expected to achieve the following course objectives that are based on selected standards from the following:  Tennessee Initial Licensure Standards (1997)

 National Association for the Education of Young Children (NAEYC- 2010)

 Association for Childhood Education International Standards (ACEI- 2007)

 Association for Middle Level Education (AMLE- 2012)

 Council for Exceptional Children (CEC-2012)

 National Association for Sport and Physical Education (NASPE- 2008)

Tennessee Initial Licensure Standards (1997) Standard 8: Assessment and Evaluation Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. NAEYC Standards (2010) Standard 3: Observing, Documenting, and Assessing To Support Young Children and Families Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. Key Elements 3a: Understanding the goals, benefits, and uses of assessment- including its use in development of appropriate goals, curriculum, and teaching strategies for young children. 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. ACEI Standards (2007) Standard 4: Assessment Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. AMLE (2012) Standard 4: Middle Level Instruction and Assessment Element c. Middle Level Assessment and Data-informed Instruction: Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained. CEC (2012) Standard 4: Assessment Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. Key Elements 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them NASPE (2008) Standard 5: Impact on Student Learning Physical education teacher candidates use assessments and reflection to foster student learning and inform decisions about instruction. Elements-Teacher candidates will: 5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives 5.2 Use appropriate assessments to evaluate student learning before, during and after instruction 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning and instructional goals and decisions

Course Specific Objectives: A. Decode academic standards and cognitive learning targets with an emphasis on Common Core Standards in order to understand the role of assessment in teaching TN Licensure Standards; ACEI Standard 4; AMLE Standard 4; NASPE Standard 5.1 B. Demonstrate how assessment can include critical thinking and problem solving for instructional information TN Licensure Standards; ACEI Standard 4; AMLE Standard 4; NASPE Standard 5.3 C. Differentiate basic assessment concepts of reliability, validity and bias ACEI Standard 4; CEC Standard 4.1 D. Describe the differences between commonly used formative and summative assessment instruments according to characteristics, purposes, and uses TN Licensure Standards; NAEYC Standard 3a & 3b; ACEI Standard 4; AMLE Standard 4; NASPE Standard 5.1, 5.2 E. Construct formative assessments including authentic performance tasks, checklists, rubrics and other assessment tools that are responsive to students’ diverse learning needs ACEI Standard 4; AMLE Standard 4; CEC Standard 4.1, 4.4; NASPE Standard 5.2 F. Construct teacher-made summative assessments which includes writing selected-response and constructed-response test items ACEI Standard 4; AMLE Standard 4; CEC Standard 4.1, 4.2 G. Compare and contrast various grading methods which may also address involving students in assessing their own learning ACEI Standard 4; AMLE Standard 4; CEC Standard 4.4; NASPE Standard 5.3 H. Interpret standardized test results and different score descriptors for major instruments used in the state of Tennessee, including the TVAAS, TCAP, and PARCC TN Licensure Standards; ACEI Standard 4; AMLE Standard 4; CEC Standard 4.2

Graded Assignments

Graded Assignment Is product assessed Standards Possible points Assignments Description as performance- associated with this based? assignment Article Summaries Candidates read, No  TN Licensure 3 articles @ 15 1) The Best Value in summarize, and Standards points each Formative reflect on journal Assessment articles 45 points total  ACEI 4 2) Inside the Black Box: Raising Standards Through  CEC 4.2 Classroom Assessment 3) What a Difference a Word Makes Case Studies Candidates complete Yes  TN Licensure 2 case studies @ 20 reflective responses Standards points each 1) Kinds of to a classroom Assessment assessment scenario 40 points total  ACEI 4 2) Essay Questions Battelle for Kids Candidates complete Yes  TN Licensure 5 modules @ 15 Modules 5 Battelle modules Standards points each and respond to FP1001 Introduction discussion questions 75 points total to Formative  NAEYC 3a, 3b Instructional Practices FP1002 Clear  ACEI 4 Learning Targets FP1003 Collecting &  AMLE 4 Documenting Evidence of Student Learning FP 1004 Analyzing  CEC 4.1, 4.2, Data & Providing 4.4 Effective Feedback FP 1005 Student  NASPE 5.2, 5.3 Ownership of Learning: Peer Feedback, Self- assessment, & more Chapter Quizzes Candidates assessed No  TN Licensure 3 @ 15 points each on content from Standards textbook chapters 45 points total  ACEI 4

Chapter Discussion Candidates answer No  TN Licensure 10 chapters @ 5 Questions prompts related to Standards points each textbook readings with reflective 50 points total  NAEYC 3a, 3b responses  ACEI 4

 AMLE 4

 CEC 4.1, 4.2

 NASPE 5.1, 5.2

Test Construction Candidates develop Yes  ACEI 4 100 points Project a summative assessment  AMLE 4 instrument

Course requirements and Student Expectations: Attendance: Attendance is mandatory and class absences are only excused when there is a physician’s note, extreme circumstances or with the prior approval of the instructor. Students are accountable for content, assignments, and announcements made during class and should make arrangements (e.g., with a classmate) to get the information whenever absent. Assignments are uploaded to [email protected] and placed in the appropriate dropbox labeled for that assignment. Due dates for assignments will be posted in ecourseware and must be submitted by the due date as the dropbox will lock and you will not receive credit for the assignment. Assignments are still due even if the student is absent from class. No late assignments are accepted. Promptness: Promptness is part of professional demeanor. Every time a student is late, without reasonable explanation, will result in a decrease of one point in overall final grade. For example, a student with two unexcused tardies with a 96 overall grade at the end of the semester will be given a final grade of 94. Professionalism: Active participation is necessary for success in the course and is expected of all students. Cell phones should be on “vibrate” or “off” and the student should refrain from texting and emailing in order to fully participate in class. Violations can result in a reduction of Attendance/Participation points. Grading Procedures: Grades will be based on assignments, described in more detail on separate document, and attendance/promptness. Grading Scale: Percent Grade 93-100 A 85-92 B 77-84 C 70-76 D 0-69 F

Americans with Disabilities Act: The University of Memphis does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. The student has the responsibility of informing the course instructor (at the beginning of the course) of any disabling condition, which will require modification to avoid discrimination. Faculty are required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels. Disability Resources for Students If you have a disability that interferes with completion of this course and may need class or test accommodations based on the impact of a disability, please let the instructor know privately at the beginning of the course, and I will seek consultation on how best to adapt course materials or instruction. Please provide me with proper documentation from the Disability Resources for Students (DRS). Students with disabilities are encouraged to contact the DRS for the university at 678-2880 or by going to the DRS office which is located at 110 Wilder Tower. The DRS coordinates reasonable accommodations for students with documented disabilities Written Assignments and Academic Misconduct: All written work submitted must be the student’s original work and conform to the guidelines of the American Psychological Association (APA) available online and via their publications. This means that any substantive ideas, phrases, sentences, and/or any published ideas must be properly referenced to avoid even the appearance of plagiarism. Plagiarism includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full or clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency in the selling of term papers or other academic materials. It is the student’s responsibility to know all relevant university policies concerning plagiarism. Any documented cases of plagiarism can and will result in dismissal from the course with a failing grade, and may result in other more serious sanctions by the College of Education. Electronic communication Course announcements as well as consultation with the instructor may occur via e-mail messages. Each student must maintain an e-mail account and is responsible for checking for course messages on a regular basis. All communications will be through the @memphis.edu email account only. Awarding an Incomplete Grade: A grade of “I” (Incomplete) may be assigned by the Instructor in any course in which the student is unable to complete the work due to EXTRAORDINARY events beyond the individual’s control. The “I” may not be used to extend the term for students who complete the course with an unsatisfactory grade. Unless the student completes the requirements for removal of the “I” within 45 days (undergraduate courses) or 90 days (graduate courses) from the end of the semester or summer term in which it was received, the “I” automatically changes to an “F,” regardless of whether or not the student is enrolled.

Suggested Course Schedule:  15 week traditional/hybrid/online complete one module per week

 7 week traditional/hybrid complete 2 modules per week except the first week complete 3 modules

Module Topics Assignments & In-class work 1 Introduction to ICL 3333: Student  Review of Syllabus and Course Requirements Assessment and Instructional  Read Battelle Module directions and log-in Decision-Making  In class activity 2 The Role of Assessment in Teaching  Read McMillan Chapter 1  Answer Discussion Questions  Complete Battelle Course FP1001 Introduction to Formative Instructional Practices 3 Standards-based Instruction and  Read McMillan Chapter 2 Cognitive Learning Targets  Answer Discussion Questions  Complete Battelle Course FP1002 Clear Learning Targets  In class activity

4 Assessment Basics: validity,  Read McMillan Chapter 3 reliability, fairness  Answer Discussion Questions

 Complete Case Study Kinds of Assessment

 In class activity

5 Developing Formative Assessments  Read McMillan Chapter 4  Take Chapter 2, 3, & 4 Quiz  Answer Discussion Questions  Complete Battelle Course FP1003 Collecting and Documenting Evidence of Student Learning

6 Formative Assessment: Providing  Read McMillan Chapter 5 feedback and adjusting instruction  Answer Discussion Questions  Complete Battelle Course FP1004 Analyzing Data and Providing Effective Feedback  Article Summary #1: The Best Value in Formative Assessment 7 Involving Students: Peer feedback  Complete Battelle Course FP1005 Student and self-assessment Ownership of Learning: Peer Feedback, Self- Assessment and More

 In class activity

8 Summative Assessment Basics  Read McMillan Chapter 6  Answer Discussion Questions

 Article Summary #2: Inside the Black Box: Raising Standards Through Classroom Assessment

9 Summative Assessment  Read McMillan Chapter 7 construction: Selected-response  Take Chapter 5, 6, & 7 Quiz  In class activity 10 Summative Assessment construction:  Read McMillan Chapter 8 Constructed-response  Answer Discussion Questions  Complete Case Study Essay Questions  In class activity 11 Performance Assessment  Read McMillan Chapter 9  Answer Discussion Questions  Article Summary#3: What a difference a word makes  In class activity 12 Portfolios  Read McMillan Chapter 10  Answer Discussion Questions  In class activity 13 Grading and Reporting  Read McMillan Chapter 13  Take Chapter 8, 9, 10, &13 Quiz  Answer Discussion Questions  In class activity 14 Standardized Tests (TVAAS,  Read McMillan Chapter 14 PARCC, TCAP)  In class activity 15 Final Project (Upload to LiveText)  Test Construction Project

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