Evaluation

 of  Student  Learning  

Education  3604  –  Group  D  
Professional  Semester  II  –  Spring  2013  
Wednesdays,  1:00  –  3:50  pm  
 
Faculty  of  Education   L1170B  
 
Instructor:   Richelle  Marynowski   Secretary:   Margaret  Beintema  
Office:   TH  335   Office:   TH  321  
Email:   [email protected]   Phone:   (403)  329-­‐2732  
(403)  329-­‐2269  (office)  
Phone:      
(403)  989-­‐0048  (cell)  
Please  feel  free  to  call,  text,  or  email  me  to  make  an  appointment  or  drop  by  my  office  anytime!  
 
The  course  outline  and  supplementary  resources,  as  well  as  
https://moodle.uleth.ca   other  related  course  resources  and  discussions,  can  be  
accessed  on  the  course  Moodle.  
 
Calendar  Description:  
 
This  course  emphasizes  data  gathering,  summarizing,  and  interpreting  data  and  use  of  results  to  
improve  curriculum,  teaching,  and  learning.    
 
Course  Description:  
 
This  PS  II  professional  module  is  focused  on:  
• unit  assessment  plans  and  test  blueprints,  
• test  design  and  construction,  
• item  and  test  results  analysis,  
• assessment  data  management,  and    
• communication  of  assessment  results.      
 
Resources  and  Supplementary  Resources:  
 
The  following  required  resource  is  available  at  the  University  Bookstore:  
 
Chappuis,  J.,  Stiggins,  R.,  Chappuis,  S.  &  Arter,  J.  (2012).  Classroom  assessment  for  student  learning:  
Doing  it  right  –  using  it  well.  Pearson.  
Additional  resources  may  be  posted  on  the  course  Moodle  or  provided  in  class.  
 

Education  3604  –  Evaluation  of  Student  Learning  (Group  D)   Page  1  of  5    
Instructor:  Richelle  Marynowski  
Course  Overview:  
 
The  Understanding  By  Design  approach  to  planning,  instruction  and  assessment,  described  by  
Wiggins  and  McTighe  (1998),  is  the  theoretical  framework  utilized  in  planning  the  content  of  the  
course.    The  UbD  approach  is  a  variation  of  the  backward  design  model,  which  is  comprised  of  the  
following  three  stages:  
 
1. Identify  desired  results  
2. Determine  acceptable  evidence  
3. Plan  learning  experiences  and  instruction  
 
The  course  overview  is  represented  in  the  organizer  below:  
Stage  1:  Desired  Results  
Understandings   Essential  Questions  
• Students  will  understand  the  purposes  of  classroom  
• What  does  effective  assessment  and  
assessment  and  evaluation  
evaluation  look  like  in  a  classroom?  
• Students  will  understand  the  principles  of  effective  
• What  is  the  relationship  between  
assessment  construction  and  its  uses  in  relation  to  student  
assessment  and  student  learning?  
learning  

Outcomes  
Students  will    
1. Demonstrate  an  applied  understanding  of  assessment  for,  as  and  of  learning  
2. Demonstrate  an  applied  understanding  of  validity  and  its  implications  for  assessment  design  
3. Apply  principles  of  fair  assessment  
4. Analyze  assessment  data  
5. Develop  effective  objective-­‐style  questions  
6. Develop  effective  constructed  response  questions  
7. Construct  a  summative  assessment  tool  
Stage  2:  Assessment  Evidence  
Summative  Assessment   Formative  Assessment  
• Exit  Slips  
• Data  Analysis  Assignment  
• Quizzes  (Three)  
• Blueprint  and  Test  Items  
• Blueprint  and  Quiz  Assignment  –  Peer  
• Unit  Assessment  Plan    
Feedback    
• UAP  Defense  Paper  
• Unit  Assessment  Plan  –  Peer  Feedback  
Stage  3:  Learning  Experiences  
• Introduction  to  Evaluation   • Unit  Assessment  Planning  
• Summative  Assessment  Construction   • Data  Analysis    
• Item  Construction   • Evaluation  and  Reporting  
Adapted  from  Wiggins,  G.,  &  McTighe,  J.  (1998).  Understanding  by  design.  Alexandria,  VA:  Association  for  Supervision  and  Curriculum  
Development.  
 
 
 
   

Education  3604  –  Evaluation  of  Student  Learning  (Group  D)   Page  2  of  5    
Instructor:  Richelle  Marynowski  
Course  Assessments/Assignments:  
 
The  final  grade  for  Education  3604  is   Percentage   Letter  Grade   Grade  Point  
96-­‐100   A+   4.0  
determined  according  to  the  following   90-­‐95   A   4.0  
table,  used  for  all  modules  in  the   86-­‐89   A-­‐   3.7  
81-­‐85   B+   3.3  
Faculty  of  Education.   76-­‐80   B   3.0  
  71-­‐75   B-­‐   2.7  
67-­‐70   C+   2.3  
Although  a  “C”  represents  a  passing   63-­‐66   C   2.0  
grade  in  any  particular  module,   60-­‐62   C-­‐   1.7  
students  are  required  to  maintain  a  2.5   57-­‐59   D+   1.3  
53-­‐56   D   1.0  
average  in  their  professional  semesters   <50   F   0.0  
 
Evaluation  will  be  based  on  the  following  summative  assessments/assignments,  although  
formative  assessment  opportunities  will  be  made  available  to  allow  students  to  refine  their  
work.    Draft  due  dates  will  allow  students  to  receive  peer  and/or  instructor  feedback  prior  to  
final  draft  due  date.  
 
More  detailed  assessment  overviews  will  be  provided  in  class  and  made  available  on  the  
course  Moodle  for  all  assignments.  
 
Blueprint  and  Quiz  Assignment   Due:  January  30    
25%  weighting  
 
Students  will  design  a  test/quiz  blueprint  and  construct  a  test/quiz  related  to  outcomes  
selected  by  students.    For  this  assignment,  students  will  work  with  peer  teams  to  provide  
formative  feedback  prior  to  submission  of  final  product.  
 
Data  Analysis  Assignment   Due:  February  8    
25%  weighting  
 
Through  the  examination  of  sample  test  results,  students  will  provide  a  summary,  perform  an  
item  analysis  and  determine  instructional  decisions  as  a  result  of  their  analysis.    
 
Unit  Assessment  Plan   Peer  Feedback:  February  27  
15%  weighting   Due:  Friday,  March  1    
 
Students  will  synthesize  learning  from  the  course  to  construct  a  unit  assessment  plan  related  
to  their  practicum  assignment  that  includes  a  pre-­‐assessment,  performance  task,  and  
evidence  of  constructed  and  objective-­‐style  questioning.    A  unit  assessment  plan  template  
will  be  provided  (and  utilized  in  seminar  classes),  as  well  as  the  opportunity  for  formative  
feedback  for  students.  This  assignment  will  provide  the  foundation  for  the  unit  assessment  
plan  defense  paper.  

Education  3604  –  Evaluation  of  Student  Learning  (Group  D)   Page  3  of  5    
Instructor:  Richelle  Marynowski  
 Unit  Assessment  Plan  Defense  Paper   Due:  Friday,  March  1    
35%  weighting  
The  defense  paper  will  provide  a  rationale  for  the  design  and  development  of  the  unit  
assessment  plan.    This  1000  word  paper  will  make  connections  between  the  design  of  the  
assessment  plan  in  relation  to  the  issues,  topics,  and  perspectives  addressed  in  the  course.    
Students  will  be  expected  to  support  their  defense  with  references  to  literature  and  concepts  
studied  in  the  course.  
 
Attendance,  Participation  and  Non-­‐Academic  Criteria  
You  are  required  to  attend  all  scheduled  class  meetings  and  workshops  and  to  participate  
fully  in  each  planned  class  activity/discussion.    When  preparation  outside  of  class  is  assigned,  
you  are  expected  to  come  fully  prepared  and  submit  work  that  reflects  a  standard  of  
excellence  in  appearance,  form  and  content.  Educators  are  expected  to  demonstrate  specific  
non-­‐academic  behavior  when  working  with  children,  parents,  classroom  assistants,  
administrators  and  other  professional  personnel  and  student  teachers  are  asked  to  
demonstrate  these  same  behaviors/characteristics.  You  are  expected  to  follow  the  standards  
for  professional  conduct  as  outlined  in  the  Orientation  to  Teaching  Handbook.  
 
Course  Alignment  
 
It  is  important  that  students  understand  the  direct  correlation  between  learning  outcomes,  
assessments  and  instruction.      
 
Related   Learning  
Outcome   Summative  Assessment  
KSAs   Focus  
1  -­‐  Demonstrate  an  applied  
• Ongoing  
understanding  of  assessment  for,  as   4,  5,  11   • UAP  and  Defense  Paper  
• Seminar  1  
and  of  learning  
2  -­‐  Demonstrate  an  applied  
• UAP  and  Defense  Paper  
understanding  of  validity  and  its   4,  5,  11   • Ongoing  
• Data  Analysis  Assignment  
implications  for  assessment  design  
3  -­‐  Apply  principles  of  fair  
5,  11   • UAP  and  Defense  Paper   • Ongoing  
assessment  

4  -­‐  Analyze  assessment  data   1,  11,  15   • Data  Analysis  Assignment   • Seminar  4  

5  -­‐  Develop  effective  objective-­‐style  

3,  4,  11   • Blueprint  and  Quiz  Assignment   • Seminars  2,  3  
questions  

6  -­‐  Develop  effective  constructed  

3,  4,  11   • Blueprint  and  Quiz  Assignment   • Seminars  2,  3  
response  questions  

7  -­‐  Construct  a  summative  

3,  4,  11   Blueprint  and  Quiz  Assignment   • Seminars  2  -­‐  4  
assessment  tool  
•

Education  3604  –  Evaluation  of  Student  Learning  (Group  D)   Page  4  of  5    
Instructor:  Richelle  Marynowski  
Course  Schedule  
 
The  course  schedule  is  intended  to  provide  a  long-­‐term  glance  at  the  upcoming  events,  
seminar  topics  and  assignment  due  dates.    This  schedule  is  tentative  and  may  be  adjusted,  as  
determined  collaboratively  by  the  instructor  and  students.  
 
Date   Description   Due/Reading  
Wednesday,   PSII  Orientation  –  10:30  am  
January  9   • SU  300  A&B  
Seminar  1  –  Introduction  to  Evaluation  
• Course  Review  
Wednesday,  
• Confirming  Assessment  of,  for,  as  learning    
January  9  
• Understanding  by  Design  as  a  framework  for  
planning  
Chapter  4  –  Sound  Design  
Wednesday,   Seminar  2  –  Summative  Assessment  Construction    
 
January  16   • Test  design  and  development   Formative  Quiz  #1  
Seminar  3  –  Item  Construction   Chapter  5  –  Selected  Response  Assessment  
Wednesday,  
• Objective  Style  Questions      
January  23   Chapter  6  –  Written  Response  Assessment  
• Constructed  Style  Questions  
Wednesday,   Seminar  4  –  Data  Analysis   Blueprint  and  Quiz  Assignment  Due  
January  30   • Analyzing  assessment  evidence   Formative  Quiz  #2  
Wednesday,   Seminar  5  –  Unit  Assessment  Planning   Data  Analysis  Assignment  Due    
February  6   • Balanced  assessment  plan   Friday,  February  8  
Tuesday,  
PSII  Orientation  Day    
February  12  
Seminar  6  –  Unit  Assessment  Planning  
Wednesday,  
• Determining  acceptable  evidence     Formative  Quiz  #3  
February  13  
• Performance  tasks  
February  18-­‐22   Reading  Week  
Chapter  9  –  Record  Keeping  
 
Seminar  7  –  Evaluation  and  Reporting  
Wednesday,   Chapter  10  –  Converting  Summative  
• Assessing  written  work   Assessment  Information  into  Grades    
February  27  
• Assessment  validity    
Unit  Assessment  Plan  –  Peer  Feedback    
Friday,  
Unit  Assessment  Plan  and  Defense  Paper  due    
March  1  
Wednesday,  
Planning/Transition  Day  
March  6  
Thursday,  
Practicum  Begins  
March  7  
 
 

Education  3604  –  Evaluation  of  Student  Learning  (Group  D)   Page  5  of  5    
Instructor:  Richelle  Marynowski