ST. PETERSBURG COLLEGECOLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: EDF 4444Section #: 3973Credit Hours: TwoCo-requisites:Pre-requisites: Admission to: EPI-CT or ICERT-NO or RCERT-NO

Day, Time and Campus: Thursday 6:00-8:40 pm ClearwaterModality: BlendedProfessor: Michael T. PoulinOffice Hours: As Posted Office Location: Clearwater NM 138Office Phone: 727-791-2788Email Address: Poulin.Michael@spcollege.edu

ACADEMIC DEPARTMENT: College of EducationDean: Kimberly Hartman, Ph.D.Office Location & Number: Tarpon Springs BB 101

I. COURSE DESCRIPTION

This course is designed to develop the necessary skills required by teachers to develop a variety of assessments that will help identify gaps in student learning and measure student learning gains. The course will instruct teacher candidates how to design, select, implement, and interpret assessments for P-12 classrooms. Teacher candidates will learn how to analyze P-12 student assessment data and then communicate the results with parents and caregivers. The use of technology to organize and integrate assessment data will also be addressed.

II. MAJOR LEARNING OUTCOMES

1. The teacher candidate will use a variety of diagnostic, formative, and summative assessments to monitor P-12 student learning by:

a. defining common terminology associated with evaluation and assessment in P-12 environments, e.g., norm-referenced, criterion-referenced, portfolios, diagnostic evaluation, formative evaluation, summative evaluation, etc.

b. explaining the purpose of assessment.c. creating diagnostic, formative, and summative assessment tools to identify gaps in P-12 student subject

matter knowledge and measure student learning gains.

2. The teacher candidate will analyze and apply data from multiple assessments to diagnose P-12 student learning

Syllabus Coordinator: Michael Poulin EDF 4444 3973 1 of 6Spring 2015

needs by:

a. identifying sources of data from a variety of assessments that can be used to diagnose P-12 studentb. learning needs. c. evaluating sample P-12 student data to diagnose student learning needs. d. developing sample test items that identify P-12 student learning needs. e. using data from a variety of assessments to diagnose P-12 student learning needs.f. evaluating various approaches/systems used to track P-12 student achievement.

3. The teacher candidate will demonstrate how to communicate the results of P-12 student outcomes and learning gains with the student and the student’s parent/caregiver by:

a. determining ways teachers can provide evidence of validity and estimate reliability in assessment.b. discussing the teachers’ ethical responsibilities to various P-12 student populations (Limited English

Proficiency [LEP], non-Limited English Proficiency [non-LEP], special needs populations) regarding assessment.

c. explaining the relationship between educational accountability and P-12 student’s scores on standardized achievement tests with a P-12 student and the student’s parent/caregiver.

4. The teacher candidate will apply technology to organize and integrate assessment data by:

a. identifying appropriate technology tools to organize assessment data and to communicate grades to students and their parents/caregivers.

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required : Gronlund, N. E. (2013). Assessment of student achievement (10th ed.). Pearson. ISBN: 9780132689632Recommended :

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources:Materials:Library: http://www.spcollege.edu/libraries/

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D. Supplies

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IV. COURSE REQUIREMENTS & EXPECTATIONS

Syllabus Coordinator: Michael Poulin EDF 4444 3973 2 of 6Spring 2015

A. School Based Hours Course RequirementsThis course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

B. ALL Course Assignments

Assignment Title Connection to Competency PointsDiagnostic, Formative, and Summative Labs

FEAPs 1d and 4b Students will develop sample diagnostic, formative, and summative assessments that match learning objectives and could lead to mastery

3 @ 50 pts each =150 pts.

Student Assessment Project FEAPs 3c, 4a, 4c Students will create a project using sample federal, state and classroom data to identify gaps in student subject matter knowledge, analyze and apply data from multiple assessments to diagnose students learning needs, and develop a variety of assessment tools that can be used to monitor student progress, achievement, and learning gains

100 points

Reliability & Validity Paper 50 pointsLetter Home to Parents FEAPs 4e Students will create a

sample letter to parents/caregivers that shares the importance and outcomes of student assessment data with the student and the student’s parents/caregivers

50 points

Technology Plan FEAPs 4f Students will create a technology plan for organizing and integrating sample assessment data

50 points

Item Writing Lab 50 pointsTotal Points for Course 450 points

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.   

FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.   

If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may

Syllabus Coordinator: Michael Poulin EDF 4444 3973 3 of 6Spring 2015

have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C.  In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.

Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.”  It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment.  Anything adapted or used verbatim must be cited with credit given to the author(s).  This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work.  This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/index.php

Each student must read all topics within this syllabus and the content of the links.  If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI. CALENDAR AND TOPICAL OUTLINE

Meeting dates for Spring 2015:    1/15 1st week- meet face to face   1/22 2nd week- online   1/29 3rd week - meet face to face   2/5 4th week - online 2/12 5th week - meet face to face  2/19 6th week - online   2/26 7th week - meet face to face  3/5 8th week - online

Syllabus Coordinator: Michael Poulin EDF 4444 3973 4 of 6Spring 2015

DateTopic

Readings & Assignments

Weeks 1 & 2 Module 1:Introduction to Course

Assessment & Instruction

How to Assess Students

Diagnostic & Formative Assessments

Read: Chapters 1, 2, 3

Week 1: Assessment Discussion Forum Diagnostic Assessment Lab

Week 2: Formative Assessment Lab

Weeks 3 & 4 Module 2:

Validity & Reliability

Read: Chapter 4

Week 3: Validity & Reliability Discussion Forum

Week 4: Validity & Reliability Paper

Weeks 5 & 6 Module 3:

Summative Assessments

Proper Item Construction

Read: Chapters 5-8

Week 5: Item Writing Lab (Summative Assessment)

Week 6: Technology Plan

Weeks 7 & 8 Module 4:

Communicating with Parents/Caregivers

Interpreting Test Results

Read: Chapters 9, 11, & 12

Week 7: Student Assessment Project

Week 8: Letter to Parents/Caregivers

VII. Uniform Core Curriculum Assignments

Uniform Core Curriculum Descriptor Assignment Title / Connection to CompetencyFEAP 1.d. Selects appropriate formative assessments to monitor learning.

FEAP 4.b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.

Diagnostic, Formative, and Summative Labs

Teacher Candidates will develop sample diagnostic, formative, and summative assessments that match learning objectives and could lead to mastery.

FEAP 3.c. Identify gaps in Students’ subject matter knowledge.

FEAP 4.a. Analyzes and applies data from multiple assessments and measures to diagnose Students’ learning needs, informs instruction based on those needs, and drives the learning process.

Student Assessment Project

Teacher Candidates will create a project using sample federal, state, and classroom data to identify gaps in student subject matter knowledge, analyze and apply data from multiple assessments to diagnose student learning needs, and develop a variety of assessment tools that can be used to monitor student progress,

Syllabus Coordinator: Michael Poulin EDF 4444 3973 5 of 6Spring 2015

FEAP 4.c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.

achievement, and learning gains.

FEAP 4.e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).

Letter Parent/Caregiver

Teacher candidates will create a sample letter to parents/caregivers that shares the importance and outcomes of student assessment data with the student and the student’s parents/caregivers.

FEAP 4.f. Applies technology to organize and integrate assessment information

Technology Plan

Teacher candidates will create a technology plan for organizing and integrating sample assessment data.

Syllabus Coordinator: Michael Poulin EDF 4444 3973 6 of 6Spring 2015