1.      Catalog Description

This course, conducted in learning team format, seeks to build a deep and far-reaching understanding of the use of Illinois Learning Standards, Illinois Performance Descriptors and Illinois Assessment Frameworks as clear learning targets, the difference between sound and unsound assessment, assessment of and for learning, and the ability to align Learning Standards (learning targets), individual activities and assessment.

2.      Course Overview

This course will utilize the framework for Assessment Literacy Learning Teams, set out by Richard Stiggins of the Assessment Training Institute,(Educational Testing Service) Portland Oregon. Building-based learning teams of 3-7 members will meet regularly over a six to nine month period. Team members will build a deep and far-reaching understanding of the difference between sound and unsound classroom assessment, including the effective use of assessment as a teaching tool. They will read and study the text Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis of the Assessment Training Institute, Portland Oregon, and its associated print and electronic training materials. They will complete activities in the chapters as described. They will use other resources as recommended. Learning time will be spent as follows:

1. 25% of the total learning time reading or gathering information about potentially useful new assessment ideas and strategies
2. 50% in experimentation with new ideas and in reflection on “what works in my own classroom”
3. 25% in Learning team meetings, sharing lessons each member learned in their classrooms

Between team meetings, each member agrees to complete agreed upon assignments designed to advance the team’s collective knowledge and skills in classroom assessment. The combination of individual student and data collection, experimentation in their own classrooms, and discussion of what worked and what didn’t and why in the learning team will impact their effective use of assessment in the classroom. Effective classroom practice will lead to increased student achievement.

This is a three semester hours course with 12 sessions of approximately 2 hours, and the remainder of 68 hours of study distributed as mentioned above in points 1 and 2.

3.      Student Learning Objectives

As a result of this course, participants will be able to:

·         Deconstruct learning standards into classroom level achievement targets

·         Select and/or develop aligned assessments

·         Involve and motivate student by setting student-friendly learning targets

·         Develop standards-aligned lessons/units of study

·         Know and be able to use the four keys to quality assessment to promote maximum student achievement

·         Use various assessment methods to effectively promote success at individual student, classroom, building, and district levels

·         Launch/participate on a learning team

4.  Teaching Method/Class Format

The primary organizational structure of this program of study is the learning team. Working in groups of three to seven, participants will take responsibility of their own professional development. They will proceed through the text, relying on supplementary electronic materials and reading as needed to strengthen their assessment literacy.  The learning teams and leadership within teams will be coordinated at the local district level and/or the Regional Office of Education/ISC.

The total work time will be 68 hours. Of this, three quarters is individual study, reflection, experimentation in the classroom, and other work, as appropriate. One fourth of the time is cooperative effort within the learning team. Students will use Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis of the Assessment Training Institute, Portland Oregon, and its associated print and electronic training materials.

5.  Text and Required Reading

Classroom Assessment for Student Learning: Doing It Right, Using It Well by Richard Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis, Assessment Training Institute, Portland, Oregon, 2004

Black, P. & D. William, 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2): 139-148.

Brandt, Ron, 2003. Is This School a Learning Organization? Journal of Staff Development, 24 (1): 10-15.

Guskey, Tom, 2005. Five Key Concepts Kick Off the Process, Journal of Staff Development, 26 (1):36-40.

6.  Units of Work

Suggested Topics for Each Session:

    Session 1:

Review Generic Meeting Agenda, Discuss Standards issues. Unpack a standard as a group, listing knowledge, reasoning, skills, and products represented in the standard. Complete a journal entry.

    Session 2:

Discussion of Chapter 1, Classroom Assessment: Every Student a Winner. Complete a journal entry.

    Session 3:

Discussion of Chapter 2, Assessment FOR and OF Learning. Complete a journal entry.

    Session 4:

Discussion of Chapter 3, Assess What?  Clear Targets. Complete a journal entry.

    Session 5:

                      Practice KRSPing standards.

                        Complete a journal entry.

Session 6:

                  Discussion of Chapter 4, Assess How? Designing Assessment to Do    What You Want.

Complete a journal entry.

    Session 7:

                      Discuss Chapter 5, Selected Response Assessment

Complete a journal entry.

    Session 8:

                      Review selected response assessments.

  Complete a journal entry

    Session 9:

                      Discuss Chapter 6, Extended Written Response Assessment

Complete a journal entry.

    Session 10:

                      Review Unit Plan Organizers.

                      Complete a journal entry.

    Session 11:

                      Review with your team the Growth Portfolios.

    Session 12:

                      Review and discuss Learning Team Log. Debrief the entire

                     experience and consider further learning experiences.

7.  Class Assignments

8.  Evaluation and Grading Procedures

It is a high priority that individuals and teams take responsibility for monitoring their own improvement as classroom assessors. Over the course of the study, each participant gathers and presents to the team evidence of increasing mastery of the learning in regard to assessment literacy. The individual record of improvement takes the form of a growth portfolio. The requirements for the course are listed below.

Complete a Growth Portfolio with

·    Table of contents

·    Ten or more reflection/journal entries

·    Unit Plan Organizer (see #1) 

·    Summary of Learning Team Log (see #2)

·     Activities from the Textbook (see #3)

1.      Completed Unit Plan Organizer

Complete a self evaluation of your organizer. Then have the unit plan organizer reviewed by a peer and your coach. Record the information on the following checklist.

2.      Summarize your learning as a team in a paper addressing each of the following topics based on the Team Learning Log:

·    Personal insights gained over the course of study

·    Team’s insights gained over the course of study

·    Group’s interactions with each other

·    Biggest change in your thinking over the course of study

·    Plans for continuing learning as a team or an individual

The following rubric will used to assess the reflective summary:

3. Select up to five activities (in the blue boxes) from the textbook. Complete the activity as described and write about your implementation, application, and insights based on the activities.

·    Select five activities from chapters 1-6

·    Identify each activity with the number listed for the activity and the page

                        number from the text (i.e. Activity 3.8, page 73)

·    Complete and summarize the activity as described in the text

·    Reflect on how the information gained from the activity may be applied in

            your classroom and the insights gained by completing the activity

·    Based on the articles listed in the “Text and Required Reading”, make

                        connections between the activities and the readings listed.

Points will be awarded for the activities based on the following rubric:

Total points for Course ___________

Final grades for the course will be based on the following scale:

Grade of “A” -  Growth portfolio with at least 90 points

Grade of “B” -  Growth portfolio with at least 70 points

Grade of “C” –Growth portfolio with at least 50 points

Grade of “F” -Failure to complete course requirements with at least 50 points will result in a grade of “F”.  No credit will be issued and tuition will not be refunded.   

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) Failure. Denotes work that fails to meet graduate college or university standards for academic performance in a course.

9.  Bibliography

Arter, Judith A. and McTighe, Jay (2001). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessment and Instruction, Corwin Press.

Austin, T. (1994) Changing the View: Student-Led Conferences. Portsmouth, HN: Heinemann.

Covington, M. (1990). Making the Grade: A Self-Worth Perspective and School Reform. New York, NK: Cambridge university Press. Kohn, A. (1993) Punished by Rewards. New York, NY: Houghton Mifflin Co.

Davies, A., Cameron, C., Politano, C. & Gregory, K. (1992) Together is Better: Collaborative Assessment, Evaluation & Reporting. Merville, British Columbia: Connections Publishing.

Farr, F.P. & Trumbull, E (1997) Assessment Alternative for Diverse Classrooms, Norwood, MA Christopher Gordon. ASBN 0-926841-50-51-X.

Regional Educational Laboratories (2000). Making Assessment Work for Everyone: How to Build on Student Strengths, San Francisco: WestEd.

Erickson, H.L. (1998) Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin.

Wiggins, G. & McTighe, J. (1998) Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

10.  Attendance Policy

Participants are required to attend all course sessions and to participate in class discussions, small group activities, experimental and experiential group exercises and projects. Make-up for absences can be arranged with the learning team coach in conjunction the Regional Office of Education/ISC. Extensive absences may result in a loss of credit and no tuition refund for the course will be issued.

11.  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.

12.  Final Examination Policy

No final examination will be required for this course. The growth portfolio, summary of the learning log and written summary of the activities will represent the learning of the participants and will be used to issue the final grade.

13.  American Disability Act Compliance

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 instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.