IL 2240: Theory and Practice: Assessment in English Educationpage 1 of 3

IL 2240: Theory and Practice: Assessment in English Education Page 1 of 5 Course Syllabus IL 2240 Course Syllabus

Course Description This course will be a survey of the range of assessment tools and practices appropriate for use in evaluating student learning in the secondary English classroom. Students will explore the purposes, methods, and uses of classroom assessment as well as state and national assessments. Topics explored in this course will include standardized testing, formative and summative assessments, designing writing and project-based assessments and rubrics, providing feedback on student writing, analyzing the results of assessments in order to guide instruction, and other topics related to the design and use of assessments.

Each week, we will discuss assigned readings and engage in assessment-related activities. Additionally, you will develop your own formative assessment plan, design an assessment and rubric and gain experience using and analyzing the results of assessments to inform your teaching.

Course Objectives After taking this course, you will be able to:

 Explain how learning theories have shaped past, current, and future teaching and assessment practices

 Identify the intentions and effects of large-scale assessments on classroom assessment and educational reform

 Develop authentic formative and summative assessments and rubrics that (a) involve multiple sources and opportunities, (b) are linked to learning objectives and standards, and (c) are used to inform instructional practice

 Provide effective and useful feedback to student writing that promotes thoughtful revisions

 Analyze the results of assessments and make inferences about student learning in order to inform instructional practice

Although this is a web-based course, it is vitally important for each student to complete readings on a bi- weekly basis. Typically, a face-to-face course that is held once per week meets for approximately 2 ½ hours. Thus, you will need to spend this amount of time (or more) on the website a week in addition to your weekly readings and assignments. In other words, while this is a web-based class, you will still participate bi-weekly and complete the course in 15 weeks. IL 2240: Theory and Practice: Assessment in English Education Page 2 of 5 Course Syllabus IL 2240: Theory and Practice: Assessment in English Education Page 3 of 5 Course Syllabus

Required Readings You will need to purchase or borrow the following texts during the first week of the course:

 Cooper, C.R., & Odell, L. (1999). Evaluating writing: The role of teachers’ knowledge about text, learning, and culture. Urbana,IL: National Council of Teachers of English.

 Frey, N., & Fisher, D. (2011). The Formative Assessment Action Plan. Alexandria, VA: ASCD.

 Hicks, T., ed. (2015) Assessing Students’ Digital Writing. New York, NY: Teachers College and NWP.

Some of the readings have been provided as documents (PDFs). Copyright permissions have been purchased to use these readings within this course.

Course Assignments More detailed descriptions of these assignments and due dates can be found under the “Assignments” tab on our course page.

I. Class Participation (20 points) We will engage in class discussions and activities through the “Discussion Board” feature of Courseweb. For each module, you will find at least one but usually two to three discussion board threads devoted to the topic for each module. Each student is responsible for posting at least two substantive (paragraph length) responses to each discussion-based (not activity-based) discussion board thread for that module, unless otherwise noted. Students should strive for balance in these postings, responding to both the initial questions and to comments made by other students. Additionally, responses should not be posted all at once, but instead should be posted on at least two different days across each module so that discussion authentically builds throughout the week. For discussion-based threads, you are required to post your first comment by 8 pm Tuesday and your final comment by 8 pm Thursday of that week, unless otherwise noted. Activity-based discussion board threads will include particular requirements and guidelines for posting.

II. Assignment #1: Designing Your Own Summative Writing Assignment and Rubric (20 points)

The full assignment is located in the Assignments section of this course web site.

III. Assignment #2: Analysis of Student Learning (30 points) The full assignment is located in the Assignments section of this course web site. IL 2240: Theory and Practice: Assessment in English Education Page 4 of 5 Course Syllabus

IV. Assignment #3: Formative Assessment Action Plan (30 points) Supported by the framework in Fisher and Frey, you will generate your own actionable assessment plan that takes into account your context and your stance on key aims and purposes for your students’ learning. The full assignment is located in the Assignments section of this course web site.

General Information  If you have technology-related questions or are having technical problems with our Courseweb site, please contact the Help Desk at 412-624-HELP. I am happy to answer any questions about course content; however, the experts at the Help Desk will be better at answering your questions about technology.

 All assignments must be completed to pass the course.

 If you are not doing satisfactory work, you will be notified as soon as it becomes evident.

Students with Disabilities If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Disability Resources and Services, 140 William Pitt Union, at 412-648-7890 or 412-383-7355 (TTY) as early as possible, but no later than the fourth week of the term. Click Office of Disability Resources Services for more information.

Plagiarism/Academic Honesty Guidelines You are expected to adhere to the University of Pittsburgh's policy regarding academic integrity. Instances of plagiarism will be grounds for failing this course and possible further disciplinary action.

One aspect of your professional practice as a teacher is designing your own assessments and rubrics. Given the numerous teaching materials available on the Internet and the value of sharing good ideas with colleagues, it may be confusing to understand how you can draw upon these materials in your coursework and how you need to reference them.

The teaching materials available on the Internet are of varying qualities. It is up to you to determine the QUALITY of the materials you review and their APPROPRIATENESS for your students. Rarely is someone else’s assessment appropriate for your students without some revision. Thus, turning in pre-fabricated assessments and rubrics from the Internet or a teacher’s manual is not acceptable in this class.

At the same time, I recognize that it’s important for teachers to make use of existing curricular materials (and not “reinvent the wheel”) and to read others’ teaching ideas for inspiration. However, it is academically dishonest to pass off these materials or ideas as your own. You should provide references for any ideas, lesson plans, assignments or handouts that you reproduce or that you modify for your academic work in this class. IL 2240: Theory and Practice: Assessment in English Education Page 5 of 5 Course Syllabus

The line between “inspired by” and “using” someone else’s work is not always a clear one, so use your judgment. When in doubt, give your sources credit for their ideas and ask me for guidance.