Content Measurement and Evaluation – EDUC 425

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 08/20/2021

Course Description

This course is designed to acquaint teacher candidates with the basic principles and practices of student assessment through the use of standardized tests and teacher-made tests. Simple statistical treatments of both types of tests are included. Evaluation of instructional objectives is also stressed. 

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

This course is designed to involve the student in the various aspects of the critical area of evaluation as it relates to instruction. As such, it involves the student with assessment decides which include the calculation/interpretation of basic educational statistics; the administration/interpretation of standardized tests; the construction of classroom tests; and the assessment of instructional objectives.

Measurable Learning Outcomes

As a result of participation in this class, the student will develop an understanding of the teacher's role in classroom assessment. To demonstrate proficiency in this the student will:

  1. Demonstrate mastery of material learned in lectures and course assignments.
  2. Discuss real-life implementation of assessments and the interdependent relationship between assessment and instruction.
  3. Create and administer a standards-based paper-and-pencil classroom assessment. 
  4. Appraise and make use of elements and techniques of evaluation using statistical analysis when applicable.
  5. Administer and evaluate assessments.
  6. Analyze and interpret the results of teacher-made and standardized tests in line with measurable instructional objectives and report to appropriate stakeholders.
  7. Integrate assessments in plan for student evaluation and use results for instructional purposes.
  8. Evaluate student outcomes in light of measurable learning outcomes.
  9. Develop a research proposal project specific to teaching and learning based on QEP goals.
  10. Demonstrate professional responsibilities by integrating Christian and professional principals through consistent course participation, and completion of all stated assignments in a timely manner.

Course Assignment

Textbook readings and lecture presentations

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the teacher candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 150 words. Each thread, reply, and cited reference must follow current APA format. (MLO: A, B, D, F, G)

The candidate will develop a reference list of articles using his or her purpose statement and research question developed in the Discussion from Module 1. (MLO: E, F, G, H, I, J)

The candidate will research and give descriptions for five different assessments in their content area, including a discussion of the purpose, use reliability, validity, administration, and interpretation following the guidelines provided. (MLO: A, D, E, F)

The candidate will create a classroom test based on the Assessment Plan completed earlier and in compliance with the scoring rubric. (MLO: A, F, J)

The candidate will complete a Pre-EdTPA assignment for Task 3 to prepare them for evaluating student outcomes in light of predetermined objectives for their edTPA assessment during Student Teaching.  (MLO: A, D, F, H, J)

The candidate will write an 8 to 10 page literature review on the topic you have been researching (e.g. the problem that you are trying to address in your content area).  The candidate must incorporate a minimum of 10 articles, including the ones you used for the Topical Reference List. (MLO: A, B, D)

The candidate will create a 15-25 slide Research Proposal Presentation. The presentation will incorporate the information from the Topical Reference List assignment and the Mini-Literature Review assignment. (MLO: A, B, D, F, J)

Each quiz will cover the Learn material for the assigned modules. Each quiz will be open-book/open-notes, contains multiple-choice and true/false questions, and have a 30 -, 45 -, or 90-minute time limit. (MLO: A, J)