ASSESSMENT: STANDARDS BASED
Aurora University Syllabus
Course Number: OEDS 5719
3 hours of graduate credit
Catalog Description: Participants will explore the topic of aligning curriculum, instruction, and assessment at the classroom level. Topics covered will include: principles of assessment for learning, keys to quality assessment, clear targets based on the Illinois State Learning Standards, effective assessment methods, designing assess to do what you want them to do, and student involved assessment.
Course Overview: This course will utilize the framework for assessment literacy set out by Richard Stiggins of the Assessment Training Institute, Portland, Oregon. Participants will unpack standards to the classroom level, evaluate and refine assessments, match instructional activities to standards and assessments, and learn a process to evaluate student work for sufficiency. The final product will be a completed unit plan with instructional activities and assessments aligned to the Illinois Learning Standards.
Student Learning Objectives:
At the end of the course, participants will be able to:
· Unpack the Illinois Learning Standards into the teachable chunks
· Design high quality assessment to match the learning targets
· Match instructional activities to standards and assessments
· Involve student in the assessment process
Teaching Methods/Class Format:
Class meetings will involve a combination of presentation, discussion, hands-on laboratory, and personal reflection. In addition, students are encouraged to participate in class discussion. The format will be student-centered to try to meet individual needs, whenever possible.
Texts and Required Reading:
Stiggins, Richard, et.al. (2004). Classroom Assessment for Student Learning: Doing It Right-Using It Well, Portland, Oregon: Assessment Training Institute.
Units of Work:
a. Accurate Assessment
a) Identifying the purpose of the assessment
b) Identifying who will use the results
c) Determining learning targets
d) Selecting the assessment method
b. Effective Use of Assessment
a) Effectively communicating to the intended users
b) Involvement of students in the assessment process
2. Assessment for and of Learning
a. Importance of Formative Assessment
b. What does Formative Assessment look like
3. Clear Targets
a. Benefits of beginning with targets
b. Unpacking the State Standards
c. Knowledge, Reasoning, Skills, Product Targets
d. Student Friendly Language for Communicating Targets
4. Assessment Methods
a. Overview of the Four Assessment Methods
b. Target-Method Match
c. Assessment Development Cycle
d. Selected Response Assessments
a) Developing High Quality Selected Response Assessments
b) Analyzing a Test for Clear Targets
c) Using Selected Response Assessment for Learning
e. Extended Written Response Assessments
a) Developing High Quality Extended Written Response Assessments
b) Graphic Organizers
c) Using Extended Written Response Assessments for Learning
f. Performance Assessment
a) Developing Performance Assessments
b) The two parts of a Performance Assessment
c) Seven Strategies for Using Rubrics as Instructional Tools
5. Communicating Assessment Results
a. Descriptive Feedback
b. Standards based Report Cards
c. Student Involved Assessment
d. Student Led Conferences
6. Standards Led Schools and Classrooms
a. Identifying the Essential Curriculum
b. Criteria for Effective Standards-Led Schools/Classrooms
Class Assignment:
Write a reflective paper and a unit/lesson plan based on what was learned in the course.
Reflective Paper:
Choose at least three of the following reflective questions listed below. Please identify each with a heading. Each reflective question should be at least one page in length.
1. How did this course impact your educational philosophy regarding the issue of students’ learning and/or your own teaching style(s)?
2. Select two or three key ideas from the course. Explain why you consider these particular ideas important, and support your opinion with specific examples from your own experience or current research.
3. Given what you have learned, reflect on where you see yourself now as an educator, and where you’d like to see yourself in one year, and then in five years.
4. Determine and describe an evaluation tool or list of criteria you might use as a self-assessment to know when you have successfully implemented the strategies learned in this course.
5. Write a personal reaction to a journal article or a chapter of a teacher’s resource book that relates to the topic(s) covered in this course. Include a synopsis and answer the question: “How does this chapter (or article) support or refute what I learned in the course?”
6. Describe a classroom bulletin board (including graphics, if you wish) you might use to summarize the content of the course.
7. Reflecting on the content of this course, what adjustments/accommodations of the skills and /or strategies presented might be made for the students with individual or special needs in your class (e.g. gifted, limited English proficient, IEP)?
Unit/Lesson Plan:
All plans must contain the following: (see Suggested Template for Plan)
1. Title
2. Content Area(s)
3. Targeted Grade Level(s)
4. Brief Description or Overview of the Unit/Lesson
5. Targeted Illinois State Learning Goal(s), Standard(s) or Performance Descriptor(s)
6. Student Assessment(s): What will students do to demonstrate mastery? e.g. selected response, essay, personal communication, performance assessment, etc.
7. Description of the Student Assessment
8. Criteria for judging the quality of student work (rubric, scoring guide, or other appropriate tool)
9. Outline of the Instructional Process
10. Resources and Materials
11. How is the unit/lesson plan connected to the content of the course?
12. Optional component: What adjustments might be made for students with individual or special needs? (e.g. multiple intelligences, gifted, limited English proficient, IEP)
Requirements for Reflective Paper or Unit/lesson Plan:
1. Title Page: Include student name, social security number, address, phone number, Aurora University Course Number, course title, workshop location, and date(s).
2. Paper must be typed using 12 pt. typeset and double-spaced. Free-hand drawings and charts that support the content are acceptable.
3. The reflection paper or unit/lesson plan must be at least three pages in length.
4. Paper should be stapled in the upper left-hand corner. No folder covers are necessary.
Procedures for submittal and receipt of grades:
1. Information on where to submit your reflection paper or unit/lesson plan will be given in the first session.
2. Papers must be postmarked no later than one week from the date of the final session. Papers postmarked after that date will not be accepted, and no credit will be given.
3. Keep a copy of the paper in case of lost or misdirected mail.
4. Aurora University Office of the Registrar will issue a formal grade report and official notification of graduate credit approximately seven to nine weeks after the last session is completed.
Grading Criteria for Course:
1. Attendance at all sessions is required in order to be eligible for graduate credit. Missing any part of the class could result in not receiving credit. Make-up and acceptance of late work due to extenuating circumstances will be solely at the discretion of the instructor and/or Kishwaukee Intermediate Delivery System consultant.
2. Reflective Papers will be graded on the following rubric.
A = 14-16 points, B = 11-13 points, C= 8-10 points, Below 7 = Failure
Criteria |
4 |
3 |
2 |
1 |
Quality of Information |
Information provided answers to questions with several supporting details and/or examples for evidence of learning/re-learning. |
Information provided answers to questions with 1 or 2 supporting details and/or examples for evidence of learning/re-learning. |
Information provided answers to questions, but with no supporting details and/or examples for evidence of learning/re-learning. |
Information provided has little or nothing to do with the questions posed |
Synthesis of the Course Content |
Clear relevance to the course topic(s) and applicability of the content to the learner’s setting |
Clear relevance to the course topic(s) with minimal applicability of the content to the learner’s setting |
Minimal relevance to the course topic(s) with minimal applicability of the content to the learner’s setting |
Vague relevance to the course topic(s) with minimal applicability of the content to the learner’s setting |
Organization |
Information is well organized with logical flow using transitions and appropriate paragraphing |
Information is organized with some logical flow using transitions and appropriate paragraphing |
Information is generally organized, but without logical flow using transitions and appropriate paragraphing |
There appears to be little organization of the material |
Conventions |
No grammatical, spelling or punctuation errors |
Less than 5 grammatical, spelling or punctuation errors |
Less than 7 grammatical, spelling or punctuation errors |
Many grammatical, spelling or punctuation errors |
3. Unit/Lesson Plans will be graded by the following rubric.
A = 11-14 points, B = 10-8 points, C = 7-6 points, Below 5 = Failure
|
Criteria |
3 |
2 |
1 |
Goals/Standards/Benchmarks |
Implementation of the Illinois State Learning Standards is clearly evident throughout the unit/lesson. |
Implementation of the Illinois State Learning Standards is unclear throughout the unit/lesson. |
Implementation of the Illinois State Learning Standards is not present in the unit/lesson. |
|
Assessment(s) and Scoring Guide
|
Selected assessment(s) matches the learning goal(s)/standard(s) /performance descriptor(s) and the scoring guide(s) is clear and appropriate |
Selected assessment(s) matches the learning goal(s)/standard(s)/ performance descriptor (s), but the scoring guide(s) is not clear and appropriate |
Selected assessment(s) does not match the learning goal(s) /standard(s) / performance descriptor (s) and the scoring guide(s) is not clear and appropriate |
|
Outline of Instructional Processes |
All instructional processes and learning activities are clearly and appropriately matched to the standard(s) |
Some instructional processes and learning activities are clearly and appropriately matched to the standard(s) |
Instructional processes and learning activities are inappropriately matched to the standard(s) or are not present |
|
Resources and Materials |
List of resources and materials is complete |
List of resources and materials is incomplete |
List of resources and materials is missing
|
|
Optional: (Additional 2 points) What adjustments might be made for students with individual or special needs? (e.g. multiple intelligences, gifted, limited English proficient, IEP) |
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Aurora University – Graduate Grading System
The graduate grading system was reviewed by Deans’ Council and forwarded to the Academic Standards Committee for deliberations. This was approved by the Academic Standards Committee as of 5 May 1992 for presentation to the Faculty Senate on 12 May 1992 for approval. The Faculty Senate approved the policy on 12 May 1992.
At the end of the course, letter grades are awarded as defined:
A (4 quality points per course unit) Excellent. Denotes work that is consistently at the highest level of achievement in a graduate college or university course.
B (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course.
C (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course.
F (0 quality points per course unit) Denotes work that fails to meet graduate college or university standards for academic performance in a course.
Bibliography:
Black, P. et.al. (2002) Working Inside the Black Box: Assessment for learning in the Classroom. London: King’s College Press.
Black, P. & D. William, 1998. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappa, 80(2): 139-148.
Burke, Kay, 1994. How to Assess Authentic Learning, Arlington Heights, IL: Skylight.
Stiggins, Richard, et.al. (2004). Classroom Assessment for Student Learning: Doing It Right-Using It Well, Portland, Oregon: Assessment Training Institute.
Attendance/Participation:
Attendance at all sessions is required. Missing any part of the class could result in not receiving credit. Make-up and acceptance of late work will be solely at the discretion of the instructor and/or Kishwaukee Intermediate Delivery System consultant.
Academic Honesty and Integrity Statement:
“Students are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper.”
Final Examination Policy:
There will be no final examination given for this class.
In Compliance with the American Disability Act:
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructors at the beginning of the sessions. Adaptations of teaching methods, class materials, including text and reading materials, may be made as needed to provide equitable participation.
Suggested Template for Unit/Lesson Plan
(A copy of this template is available at the K.I.D.S. website: kidsroe.org)
1. Title:
2. Content Area(s) Addressed:
3. Targeted Grade Level(s):
4. Brief Description or Overview of the Unit/Lesson (2-5 sentences):
5. Targeted Illinois State Learning Goal(s), Standard(s) or Benchmark(s):
6. Student Assessment(s):
q Selected response
q Essay
q Personal communication
q Performance assessment
q Other:
7. Describe the student assessment(s):
8. Criteria for judging the quality of assessment: (Attach rubric, scoring guide, or other appropriate tool)
9. Outline of the Instructional Process:
10. Resources and Materials:
11. How is the unit/lesson plan connected to the content of the course?
(2-5 sentences)