EDP 303, SECTION M.B, SPRING 2005
http://WWW.USERS.muohio.edu/shermalw/edp303MBS05/edp303MABS05_syl.html

Lawrence W. Sherman ,Ph. D., Professor
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY
SCHOOL OF EDUCATION AND ALLIED PROFESSIONS
CENTER FOR HUMAN DEVELOPMENT, LEARNING AND TEACHING
154 MCGUFFEY HALL
MIAMI UNIVERSITY, OXFORD, OHIO 45056
PHONES: OFFICE = 513-529-6642; HOME = 513-523-2458
E-MAIL:SHERMALW@MUOHIO.EDU , FAX: 513-529-3646
URL for Personal Home Page is: http://www.users.muohio.edu/shermalw

T/TH, 11:00 - 11:50
ROOM 220 Culler Hall
Fall, 2004 OFFICE HOURS: T/TH 8-9:30 AM
Graduate Assistant: Kristi Hofstadter: e-mail is hofstakl@muohio.edu
 
ON-LINE CLASS DISCUSSIONS Companion website here
WEEKLY CALENDAR OF ASSIGNMENTS .
Shermans class powerpoints
Example of Portfolio
Download Sherman's powerpoints
 Portfolio_Checklist

1. COURSE DESCRIPTION:

Introduction to measurement theory and the application of measurement, assessment, and evaluation principles for learning in educational environments. Topics covered include the development, use, and evaluation of a variety of formal and informal assessment instruments and procedures throughout the curriculum planning, instructional, and evaluation process. This course is designed specifically for either middle childhood, adolescent, or multiage license education majors and is to be taken simultaneously with methods block courses to facilitate fieldwork involving assessment. Prerequisite EDP 201 (2 credits).

This class attempts to accomplish the Mission and Vision of the School of Education and Allied Professions:

"The EAP community, while committed to fulfilling traditional academic roles, endeavors to develop expanded roles consistent with our vision. We are committed to integrating our teaching, scholarship and service."
 
 

2. OBJECTIVES

Students will:

1. Identify and understand the basic principles of measurement as well as factors that contribute to problems and the appropriate use of assessment.

2. Demonstrate skill in using assessment data to make placement, curriculum development, and social evaluation decisions.

3. Understand the importance of the teacher’s role in the team process for the referral, assessment, evaluation, and delivery of services to exceptional persons.

4. Understand the use of measurement, assessment, and evaluation in the teaching-learning process.

•Understand and apply the principles of measurement.

•Write instructional objectives appropriate for the cognitive, affective, and psychomotor domains of learning.

•Create traditional as well as alternative, authentic, or portfolios for judging complex performance in areas such as psychomotor activity, artistic production and socio-emotional behavior.

•Create, administer, and interpret traditional and alternative classroom assessment instruments appropriate for use with students.

•Evaluate the quality of tests as well as use self-reflection and peer evaluation to improve assessment, evaluation, and goal attainment.

•Describe, compute, analyze, and interpret quantitative assessment results using simple statistical measures.

•Develop skills for determining, communicating, and reporting comprehensive learner progress.

3. TEACHING STRATEGIES.

We will employ the use networked Computer Mediated Communication (CMC) using an established ON-LINE DISCUSSION CHAT ROOM RESOURCE where 10 periodic written "postings" will be made which will require reactions from class members to each other's postings. This element will have participants "critically engaging" each other's thinking. Also, this aspect of the class will be completely open and available for inspection throughout the entire class, by everyone in the class, as well as anyone able to access THE WWW. This class will be a "sun-shine" class where much of the work generated by class members will be available to the entire campus.
The Computer Mediated Communication (CMC) will be a mainstay for reflection and discussion of class activities and readings, both in class and out of class. A central address file will be created in which all messages will be open to all class members specifically for their critical reactions to each other's weekly writings/reflections. Students will be required to constructively engage a partner in a discussion of their comments. TWO points will be assigned to each of these Ten required reflections/reactions. A "portfolio" (notebook), primarily based on these postings, will be organized, reflected upon and turned in at the end of the class.

4. ESSENTIAL READINGS, TEXTS AND COURSE MATERIALS.

The primary text for this class is:


Robert L. Linn and M. David Miller (2004).  Measurement and Assessment in Teaching (9th edition).  Upper Saddle River, NJ: Prentice-Hall.

Microsoft Office software available from the university book store and should include MS-Word, PowerPoint, Excel.  This is a "cross-platform" package and can be accessed on either a PC or a MAC platform.

Secondary resources will come from WWW including the following:
APA LIBRARY
APA JOINT COMMITTE ON TESTING PRACTICES
APA CODE OF FAIR TESTING
Educators Reference Desk
NATIONAL CENTER FOR FAIR AND OPEN TESTING

Other WEB resources will include:

5. REQUIREMENTS AND EVALUATION DEVICES.

The following Mastery, or criterion-referenced, grading scale will be applied to "percentage" score:

A+ GE 98 A = 94 - 97.99 A- = 91 - 93.99 B+ = 88 - 90.99
B = 85 - 87.99 B- = 82 - 84.99 C+ = 79 - 81.99 C = 75 -
78.99 C- = 70 - 74.99 D+ = 67 - 69.99 D = 64 - 66.99 D-
= 60 - 63.99 F = LT 60

!!INCOMPLETES AND ATTENDANCE!!:


Any incompletes not made up by the end of the semester will automatically result in an incomplete for the course. Also!!!when the incomplete is made up after the semester is over, regardless of what grade you might have achieved in the class, it will be lowered "one whole letter grade"!!! Classroom attendance will be closely monitored and a maximum of two unexcused absences will be allowed. You will be "docked" THREE (3) whole percentage points from your total percentage score at the end of the class for each  absence after the second absence!