EDUC 639 Online Course Advanced Methods of Performance Assessment

Fall, 2017 Online Course

Chadron State College

Instructor: Dr. Caroline Winchester Office: 602 East 10th St

Office Phone: (308) 432-0700 e-mail: cwinchester@csc.edu
Office Hours: By Appointment Dept of Education Office Asst (308) 432-6383

Credit hours: 3

Description: EDUC 639 Advanced Methods of Performance Assessment. Builds on

fundamental assessment knowledge and skills with emphasis on developing advanced
competencies, particularly in the areas of performance-based assessment, assessment in
standards-based environments and applying current philosophies and practices to
classroom teaching. (Chadron State College Graduate Bulletin 2011-2013, p. 59).

Required Text: Popham, W.J. (2005). Assessment for educational leaders.

Needham Heights, MA: Pearson/Allyn and Bacon. ISBN: 0205424007

Prerequisite: Graduate status

Purpose: Students will better understand the design, development and

implementation of advanced competencies in the areas of performance-based assessment
and standards-based assessments.

Method of Instruction: Students will complete assigned readings and discussions,

interact with the instructor and other students, write assigned papers, and submit
materials to the instructor via e-mail and/or CSC digital platform.
Nebraska State College System Policy 4141

In accordance with the Nebraska State College System Policy 4141 the following represents the
expected contact hours needed to ensure that the time involved in student learning is equivalent
to that needed to attain the learning outcomes in comparable courses; learning outcome
equivalency is achieved through multiple course modalities. It is expected that students will
spend the following Hours per Week participating in each of the listed course activities.
Hours Per Week Total for Course
Learning Activity
Direct Instruction 2 32
Reading & Interactive
Multimedia 3 48
Homework 2 32
Discussions 2 32
Project-Based Learning 1 16
Research-Based Learning 1 16
Group Work 0 0
Assessments 1 16
Total 12 192
The actual hours spent on individual learning activities will vary from student to student
depending on prior knowledge; however, 135 hours represents the minimum expectation for any
student.

**Disclaimer: The completion of the minimum time commitment does not ensure a
passing grade. Achievement of the course competencies must be demonstrated.

Student Learning Outcomes/Objectives: The student will be able to:

1. Develop an understanding of test construction.
2. Develop a better understanding of statistical concepts related to testing.
3. Integrate student and peer assessment in delivering daily instruction.
4. Develop performance-based assessment tools, including assignment criteria,
checklists, grading scales, and rubrics.
5. Measure, evaluate, and report learning in a standards-based format.
6. Adapt measurement tools and evaluation criteria for special populations.
7. Modify instructional practice through the application of performance assessment.
8. Discuss ethical issues related to assessment.
9. Develop a personal assessment philosophy.
10. Develop professionally as a "Visionary Leader."

This course is a required core course in the Curriculum and Instruction masters programs
and a recommended elective in the Education Administration program. The Program
Outcomes are cross-referenced with Chadron State College’s Conceptual Framework for
the Education Unit. Intended Program Outcomes for both programs follow:

Curriculum & Instruction Program Outcomes

1. Develop and implement curriculum based on central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches; diverse learner needs and abilities;
cognitive and developmental levels; and community and curricular goals.
(methodology/technology, human relations/diversity)
 2. Develop and implement curriculum using a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance
skills. (methodology/technology, thinking skills)
3. Design and facilitate a learning environment that encourages individual and group
motivation, positive social interaction, and active engagement in learning.
(methodology/technology, professionalism, assessment)
4. Demonstrate cultural awareness, gender sensitivity, and racial and ethnic appreciation in
fostering an inclusive learning environment. (human relations, methodology/technology)
5. Communicate clearly using listening, writing, speaking, and media skills in a manner that
is consistent with and responsive to the specific audience. (communication,
professionalism)
6. Utilize assessment strategies and data to improve student learning and social
development at the individual and program level. (assessment, methodology/technology)
7. Improve instruction based on reflective practice and research-based “best practices.” The
candidate will continuously seek to grow as a professional educator. (professionalism,
methodology/technology)
8. Foster relationships with school colleagues, parents, and agencies of the larger
community based on an understanding of the impacts of philosophy, sociology, political
and legal forces on public education. (professionalism, communication, human
relations/diversity)

Education Administration Program Outcomes:

1. Lead and organize the collaborative development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school community.
(communication, thinking skills, human relations/diversity)
2. Lead and promote a positive school culture, providing an effective standards based
instructional program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff based on identified needs.
(methodology/technology, professionalism, assessment, thinking skills, human
relations/diversity)
3. Lead and promote the success of all students by managing the organization, operations,
and resources in a way that promotes a safe, efficient, and effective learning environment.
(communication, thinking skills, methodology/technology, professionalism)
4. Demonstrate the knowledge, ability and dispositions to promote the success of all
students by collaborating with families and other community members, responding to
diverse community interests and needs, and mobilizing community resources.
(communication, methodology/technology, human relations/diversity)
5. Demonstrate the skill, knowledge, and ability to promote the success of all students by
acting fairly, with integrity, and in an ethical manner. (human relations/diversity,
communication, professionalism)
6. Demonstrate the skill, knowledge, and ability to respond to, and influence the larger
political, social, economic, legal, and cultural context. (professionalism, thinking skills,
human relations/diversity)
7. Demonstrate the ability to accept genuine responsibility for leading, facilitating, and
making decisions typical of those made by educational leaders. (communication, thinking
skills, methodology/technology, professionalism, assessment, and human relations/
diversity)

Visionary Leader Conceptual Framework

Component Activity
Leadership
Develop the concepts and skills necessary to lead the process of developing,
implementing, and evaluating a variety of assessment practices.
Thinking Skills
Develop skill in analyzing past and current assessment practices and their influence on
student learning.

Human Relations/Diversity
Recognize the diversity of the population and how that diversity relates to fair
assessment.

Assessment
Use various assessment instruments and formats to inform the teaching/learning process.

Communication
Develop oral and written assessment formats and facilitate communication of assessment
results with students, parents, and colleagues.

Methodology/Technology
Utilize a variety of methodologies and technologies, emphasizing performance-based
assessment systems.

Professionalism
Apply the results of professional inquiry and discourse to the practical and ethical
dimensions of assessment.

Education Unit Conceptual Framework:

The conceptual framework, Developing as Visionary Leaders for Lifelong
Learning, focuses on the following components:

Communication
Professionalism
Human Relations/Diversity
Assessment
Thinking Skills

Methodology/Technology
Leadership

Intended Program Outcomes: The six intended program outcomes are as

follows:
1) Promote activities that elicit critical thought, beyond recall and
comprehension. (THINKING SKILLS)
2) Develop and maintain a physically inclusive and emotionally safe
classroom environment conducive to effective learning, that encourages
student concerns, embraces elements of diversity, and exhibits and
understanding of child growth and development. (HUMAN
RELATIONS/DIVERSITY)
 3) Design and assess learning activities (with sequential goals and objectives,
utilizing assessment measures to make instructional and/or curricular
decisions. (ASSESSMENT)
4) Demonstrate and promote effective communication skills (with students
and adults), while respecting diversity and engaging students in the
learning enterprise through motivation and constructive learning
applications. (COMMUNICATION)
5) Plan and deliver teaching-learning activities that are consistent with
identified learning objectives, ability level of students, while using a
variety of instructional methodologies/strategies to prescribe for individual
differences. (METHODOLOGY/TECHNOLOGY)
6) Demonstrate conduct befitting a professional educator, to include the
following dispositions: regular self reflection, positive ethical behavior,
respectful and attentive attitude, effective classroom management skills,
appropriate knowledge of subject matter, and professional leadership.
(PROFESSIONALISM)
7) Utilize the knowledge, skills, and disposition developed through the above
six components to provide to a school system the leadership necessary to
utilize assessment to improve learning, develop new and better methods
and technologies to enhance learning, display human behaviors supportive
of all learners, communicate effectively with stakeholders, demonstrate an
ability to think methodically at a higher order thinking level, and model
professional behaviors appropriate for leaders within a school system.
(LEADERSHIP)

G. Topics:
1. Assessment’s significance to educational leaders
2. What to measure and how to interpret results
3. Instructional contribution
4. Validity of assessment-based interpretations
5. Reliability of assessment devices
6. Absence of bias
7. High-quality comparative data
8. Creating educational assessments—what’s being assessed?
9. Selected-response items
10. Constructed-response items
11. Performance and portfolio assessments
12. Improving test items
13. Creating affective measures
14. Administering educational tests and using the results
15. Accountability tests: Make or break assessments for educational leaders
16. Statistical concepts needed to evaluate and use educational tests

H. Text:
Popham, W.J. (2005). Assessment for educational leaders. Needham Heights, MA:
Pearson/Allyn and Bacon. ISBN: 0205424007
J. Course Schedule
Week Reading Due Due date Due Date
of Chapter Peer
Response Response
08/21 Introduction Introductions Tuesday Thursday
08/28 Ch 1 Response to Chapter 1 Tuesday Thursday
09/04 Ch 2 Response to Chapter 2 Tuesday Thursday
09/11 Ch 3 Response to Chapter 3 Tuesday Thursday
09/18 Ch 4 Response to Chapter 4 Tuesday Thursday
09/25 Ch 5 Response to Chapter 5 Tuesday Thursday
10/02 Ch 6 Response to Chapter 6 Tuesday Thursday
10/09 Ch 7 Response to Chapter 7 Tuesday Thursday
10/16 Mid-Term Week Post Power Points Tuesday Thursday
10/23 Ch 8 Response to Chapter 8 Tuesday Thursday
10/30 Ch 9 Response to Chapter 9 Tuesday Thursday
11/06 Ch 10 Response to Chapter 10 Tuesday Thursday
11/13 Ch 11 Response to Chapter 11 Tuesday Thursday
11/20 Ch 12 Response to Chapter 12 Tuesday Thursday
11/27 Ch 13 Response to Chapter 13 Tuesday Thursday
12/04 Ch 14 Response to Chapter 14 Tuesday Thursday
12/11 Ch 15 Finals Week Response to Chapter 15 Tuesday Thursday

K. Course Requirements and Evaluation

The course requirements and evaluation for this class - posting introduction 4.5pts, 2
replies to classmates intros 0.25pts each - post your reaction to each chapter 4.5pts, 2
replies to classmates chapter posts for each chapter 0.25 each. Mid term power point post
15pts, 2 replies to classmates PPTs 0.25pts each.

Grading Scale: 90-100=A; 80-89=B; 70-79=C; 60-69=D; 60 or below=F

L. Attendance: The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for
which credit is expected including weekly participation in online courses. Responsibility for
notifying faculty of absences, and for arranging potential make-up, rests with the students.

Assignments: See Course Schedule

M. Selected Bibliography:
Additional current assessment materials/readings will be posted to announcements when
available.

Student Behavior:
Academic Honesty - Students are expected to conduct themselves in conformity with the highest
standards with regard to academic honesty. Violation of college, state, or federal standards with
regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students
violating such standards will be subject to discipline, as per campus policies articulated in the
Student Handbook. The full copy of the student handbook can be found at
http://www.csc.edu/publications/csc_student_handbook.pdf. Academic Policies,
including academic dishonesty, can be found between pages 32-34.

Attendance Policy – The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for which
credit is expected. Responsibility for notifying faculty of absences, and for arranging potential
make-up, rests with the students.

Civility – Civil behavior enhances the academic setting, and is expected at all times. Courtesy and
respect for others are essential elements of the academic culture. The academic environment
welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is

committed to an affirmative action program to encourage admission of minority and female
students and to provide procedures which will assure equal treatment of all students. The College
is committed to creating an environment for all students that is consistent with nondiscriminatory
policy. To that end, it is the policy of Chadron State College to administer its academic
employment programs and related supporting services in a manner which does not discriminate on
the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student
requests for reasonable accommodation based upon documented disabilities should be presented
within the first two weeks of the semester, or within two weeks of the diagnosis, to the Disabilities
Counselor (432-6268; Crites 011).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning
activities, and expected student learning. However, the instructor reserves the right to make
changes in this schedule that, within my professional judgment, would result in enhanced or more
effective learning on the part of the students. These modifications will not substantially change
the intent or objectives of this course and will be done within the policies and procedures of
Chadron State College.

CSC Mission & Master Academic Plan (MAP)

Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by providing educational
opportunities, research, service and programs that contribute significantly to the vitality and
diversity of the region.

MAP Priorities, 2014-2018

CSC is committed to the achievement of tasks/projects that align with the following Priorities:
1) Continue to implement and improve the Essential Studies Program (ESP).
2) Define, develop, and promote co-curricular experiences that foster undergraduate and graduate
student engagement.
3) Create and implement a strategic vision(s) for teaching and learning technologies, teaching and
learning center (TLC) and the library learning commons (LLC).
4) Evaluate campus-wide processes for student recruitment, advising and retention; recommend a
plan for continuous improvement.
5) Study, create, and implement a strategic vision for the graduate studies program.
6) Evaluate campus-wide processes for faculty and staff recruitment and retention; recommend a
plan for continuous improvement.