EDUC-606 Course Syllabus

29 July, 2024 | 19 Min Read

Online · School of Education · Graduate Education

Tests and Measurements

EDUC-606

CG Section 8WK 11/08/2019 to 04/16/2020 Modified 12/12/2022  Course Description

Focuses on the development of the ability to evaluate and interpret standardized tests, and to construct, evaluate and interpret the results of teacher-made tests. (Formerly EDUC 506)

Requisites

For information regarding prerequisites for this course, please refer to the Academic Course Catalog (https://catalog.liberty.edu/).

 Rationale

This course addresses the evaluation and interpretation of standardized tests as well as the construction, evaluation, and interpretation of teacher-made tests. This course also delves into utilizing elementary statistics to assist with the assessment of norm-referenced tests.

 Course Learning Outcomes

Upon successful completion of this course, the student will be able to:

A. Develop an understanding of the teacher’s role in student assessment. B. Appraise the elements and techniques of evaluation.

C. Utilize the elements and techniques of evaluation.

D. Prepare measurable instructional objectives.

E. Construct valid and reliable testing instruments.  Course Resources

Click on the following link to view the required resource(s) for the term in which you are registered: Liberty University Online Bookstore (https://bncvirtual.com/liberty).

Additional Materials for Learning

A. Computer with basic audio/video output equipment

B. Internet access (broadband recommended)

C. Canvas recommended browsers (https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-are-the-browser-and-

computer-requirements-for-Canvas/ta-p/66)

D. Microsoft Office

 Course Assignments

  Textbook readings and lecture presentations Course Requirements Checklist

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After reading the Course Syllabus and Student Expectations (https://www.liberty.edu/institutional-effectiveness/student- expectations/), the student will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each forum. Each thread must be 400–500 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 150–200 words. (CLO: A, B, D)

Learning Activities (3)

The candidate will complete a variety of learning activities throughout the course. Some learning activities require a written response to a prompt while others will involve computing answers to the provided problems. Response length varies according to the assignment. The activities must follow current APA format. (CLO: A, C, D, E)

edTPA Practice Task 3

Licensure-seeking candidates will complete an edTPA practice task about high-quality assessment and student feedback in LiveText. (CLO: A, C, D, E)

Alternative Assignment: Learning Activity: Test Review Assignment

Candidates who are non-licensure seeking will complete this fourth Learning Activity assignment instead of the edTPA Practice Task 3 Assignment. (CLOs: A, C, D, E)

Quizzes (8)

Each quiz will cover the Learn material for the module/week in which it is assigned. Each quiz will be open-book/open-notes, contain 10 multiple-choice questions, and have a 1-hour time limit. The quizzes prepare the candidate for the comprehensive final exam, and multiple attempts are permitted. (CLO: A, B, C)

Comprehensive Final Exam

The Comprehensive Final Exam covers all Learn material for the course. The exam is open-book/open-notes and contains 50 questions requiring calculations and interpretations of data and test/assessment material that teachers would likely encounter in the classroom. The exam has a time limit of 2 hours, 45 minutes, and can be attempted only once. (CLO: A, B, C)

 Course Grading

Discussions (4 at 50 pts ea) 200

300

100

200

Comprehensive Final Exam 200

1010

Course Requirements Checklist

Learning Activities (3 at 100 pts ea)

edTPA Practice Task 3 or Alternative Assignment

Quizzes (5 at 20 pts, 2 at 30 pts, and 1 at 40 pts)

Total

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 Course Policies

LiveText Submission Policy

All LiveText assignments must be submitted to Canvas and LiveText in order for the candidate to receive credit.

VDOE Regulation Compliance

VDOE Competency Course Evidence

  8VAC20-543-90

2. Curriculum and instruction.

a. Early/primary education preK-3 or elementary education preK-6 curriculum and instruction.

(5) Study in (i) methods of improving communication between schools and families, (ii) communicating with families regarding social and instructional needs of children, (iii) ways of increasing family engagement in student learning at home and in school, (iv) the Virginia Standards of Learning, and (v) Virginia Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds prepared by the department’s Office of Humanities and Early Childhood shall be included.

Reading: Kubiszyn & Borich, ch. 19

8VAC20-543-90

4. Assessment of and for learning.

a. Skills in this area shall be designed to develop an understanding and application of creating, selecting, and implementing valid and reliable classroom-based assessments of student learning, including formative and summative assessments. Assessments designed and adapted to meet the needs of diverse learners shall be addressed.

Reading: Kubiszyn & Borich, chs. 1-15, 21; “A Web- Based Teaching Aid for Presenting the Concepts of Norm Referenced and Criterion Referenced Testing”; “Constructing Rubrics and Assessing Progress Collaboratively with Social Studies Students”; “Using Classroom Assessment Techniques in an Introductory Statistics Class”

Assignment: Learning Activity 1, edTPA Practice Task 3, Discussion Board 4

8VAC20-543-90

4. Assessment of and for learning.

b. Analytical skills necessary to inform ongoing planning and instruction, as well as to understand, and help students understand their own progress and growth shall be included.

Reading: Kubiszyn & Borich, ch. 1, edTPA Practice Task 3

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8VAC20-543-90

4. Assessment of and for learning.

c. Skills also include the ability to understand the relationships among assessment, instruction, and monitoring student progress to include student performance measures in grading practices; the ability to interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment; and the ability to analyze assessment data to make decisions about how to improve instruction and student performance.

Reading: Kubiszyn & Borich, chs. 1, 4, 6, 13, 14, 16, 17, 18; “Paradoxes of High-Stakes Testing”; “Using Classroom Assessment Techniques in an Introductory Statistics Class”

Assignment: Learning Activity 1, Learning Activity 3; Discussion Board 2; Discussion Board 3; Discussion Board 4; edTPA Practice Task 3

 8VAC20-543-90

4. Assessment of and for learning.

d. Understanding of state assessment programs and accountability systems, including assessments used for student achievement goal setting as related to teacher evaluation and determining student academic progress must be included.

Reading: Kubiszyn & Borich, chs. 2, 4, 5, 19, 20; “Paradoxes of High-Stakes Testing”; “A Web-Based Teaching Aid for Presenting the Concepts of Norm Referenced and Criterion Referenced Testing”; “Tests Worth Teaching To - Constructing State- Mandated Tests that Emphasize Critical Thinking”

Assignment: Learning Activity 1

8VAC20-543-90

4. Assessment of and for learning.

e. Knowledge of legal and ethical aspects, and skills for developing familiarity with assessments used in preK-12 education (including diagnostic, college admission exams, industry certifications, placement assessments).

 Reading: Kubiszyn & Borich, ch. 1

Assignment: Learning Activity 1, edTPA Practice Task 3

8VAC20-543-120

The program in elementary education preK-6 may require that the candidate has completed an undergraduate major in interdisciplinary studies (focusing on the areas of English, mathematics, history and social sciences, and science) or in Virginia’s core academic areas of English, mathematics, history and social sciences, such as history, government, geography, and economics, or science and demonstrated the following competencies:

1. Methods.

h. The ability to use formal and informal assessments to diagnose needs, plan and modify instruction, and record student progress;

Reading: Kubiszyn & Borich, chs. 3, 6, 7, 8, 9, 10, 11, 12; “Constructing Rubrics and Assessing Progress Collaboratively with Social Studies Students”; “Using Classroom Assessment Techniques in an Introductory Statistics Class”

Assignment: Learning Activity 2; Discussion Board 1; edTPA Practice Task 3

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8VAC20-543-120

1. Methods.

j. The ability to analyze, evaluate, and apply quantitative and qualitative research; and

Reading: Kubiszyn & Borich, chs. 13-19

Assignment: Learning Activity 3

  8VAC20-543-120

2. Knowledge and skills.

a. Reading and English. Understanding of the content, knowledge, skills, and processes for teaching Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds and the Virginia Standards of Learning for English, including communication (speaking, listening, and media literacy), reading, writing, and research and how these standards provide the core for teaching English in grades preK-6 or elementary licensure.

(1) Assessment and diagnostic teaching. The individual shall:

(a) Be proficient in the use of both formal and informal assessment as screening diagnostic, and progress monitoring measures for the components of reading: phonemic awareness, letter recognition, decoding, fluency, vocabulary, reading level, and comprehension; and

Reading: Kubiszyn & Borich, ch. 3; “Implementation of Response to Intervention”

Assignment: Discussion Board 1

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8VAC20-543-120

2. Knowledge and skills.

(1) Assessment and diagnostic teaching. The individual shall:

(b) Be proficient in the ability to use diagnostic data to inform instruction for acceleration, intervention, remediation, and differentiation.

Reading: Kubiszyn & Borich, chs. 1, 3, 11; “Implementation of Response to Intervention”

Assignment: Discussion Board 1

8VAC20-543-120

2. Knowledge and skills. d. Science.

(2) Understanding of the nature of science and scientific inquiry, including the following:

(f) Assumptions, influencing conditions, and limits of empirical knowledge.

Reading: Kubiszyn & Borich, chs. 15, 16, 20; “Paradoxes of High-Stakes Testing”

Assignment: Learning Activity 1

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8VAC20-543-120

2. Knowledge and skills. d. Science.

(3) Understanding of the knowledge, skills, and practices for conducting an active elementary science program including the ability to:

Reading: Kubiszyn & Borich, chs. 15-18

8VAC20-543-120

2. Knowledge and skills. d. Science.

(3) Understanding of the knowledge, skills, and practices for conducting an active elementary science program including the ability to:

(g) Evaluate instructional materials, technologies, and teaching practices;

Reading: Kubiszyn & Borich, chs. 1, 2, 4, 5, 21; “A Web-Based Teaching Aid for Presenting the Concepts of Norm Referenced and Criterion Referenced Testing”

Assignment: edTPA Practice Task 3

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8VAC20-543-120

2. Knowledge and skills. d. Science.

(3) Understanding of the knowledge, skills, and practices for conducting an active elementary science program including the ability to:

(h) Conduct formative and summative assessments of student learning;

Reading: Kubiszyn & Borich, chs. 4, 6, 7, 8, 9, 10, 11; “Constructing Rubrics and Assessing Progress Collaboratively with Social Studies Students”; “Using Classroom Assessment Techniques in an Introductory Statistics Class”

Assignment: edTPA Practice Task 3

 8VAC20-543-130

1. Methods.

g. The ability to use formal and informal assessments to diagnose needs, plan and modify instruction, and record student progress;

Reading: Kubiszyn & Borich, chs. 3, 4, 6, 7, 8, 9, 10, 11; “Constructing Rubrics and Assessing Progress Collaboratively with Social Studies Students”; “Using Classroom Assessment Techniques in an Introductory Statistics Class”

Assignment: Discussion Board 1, Learning Activity 2; edTPA Practice Task 3

8VAC20-543-130

1. Methods.

i. The ability to analyze, evaluate, apply, and conduct quantitative and qualitative research;

Reading: Kubiszyn & Borich, chs. 13, 14, 15, 16, 17, 18; “Paradoxes of High-Stakes Testing”

Assignment: Learning Activity 3

8VAC20-543-130

4. Mathematics.

j. Understanding of and the ability to use strategies for managing, assessing, and monitoring student learning, including diagnosing student errors; and

Assignment: Learning Activity 3; edTPA Practice Task 3

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 8VAC20-543-140