EDUC 639 Advanced Methods of Performance Assessment

3 Credit Hours
Spring, 2014
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).
A.

Instructor:

B.

Office:

Dr. Caroline Winchester

Location:
Hours:
Phone:
E-mail:

C. Prerequisite:

602 East 10th Street

By appointment
(308) 432-0700
(308) 432-6383 for Dept. of Education Office
Assistant
cwinchester@csc.edu

Graduate status

D.
Purpose:
Students will better understand the design, development and
implementation of advanced competencies in the areas of performance-based assessment
and standards-based assessments.
E.
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.
F.

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

Develop an understanding of test construction.
Develop a better understanding of statistical concepts related to testing.
Integrate student and peer assessment in delivering daily instruction.
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.
1.
2.
3.
4.

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 Colleges 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.
7.

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)
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.

EducationUnitConceptualFramework:
The conceptual framework, Developing as Visionary Leaders for Lifelong
Learning,focusesonthefollowingcomponents:
Communication
Professionalism
HumanRelations/Diversity
Assessment
ThinkingSkills

Methodology/Technology
Leadership
IntendedProgramOutcomes:Thesixintendedprogramoutcomesareas
follows:
1) Promoteactivitiesthatelicitcriticalthought,beyondrecalland
comprehension.(THINKINGSKILLS)
2) Developandmaintainaphysicallyinclusiveandemotionallysafe
classroomenvironmentconducivetoeffectivelearning,thatencourages
studentconcerns,embraceselementsofdiversity,andexhibitsand
understandingofchildgrowthanddevelopment.(HUMAN
RELATIONS/DIVERSITY)
3) Designandassesslearningactivities(withsequentialgoalsandobjectives,
utilizingassessmentmeasurestomakeinstructionaland/orcurricular
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. Assessments significance to educational leaders
2. What to measure and how to interpret results

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
H.

Instructional contribution
Validity of assessment-based interpretations
Reliability of assessment devices
Absence of bias
High-quality comparative data
Creating educational assessmentswhats being assessed?
Selected-response items
Constructed-response items
Performance and portfolio assessments
Improving test items
Creating affective measures
Administering educational tests and using the results
Accountability tests: Make or break assessments for educational leaders
Statistical concepts needed to evaluate and use educational tests

Text:
Popham, W.J. (2005). Assessment for educational leaders. Needham Heights, MA:
Pearson/Allyn and Bacon. ISBN: 0205424007
J.

Course Schedule
Week
Reading
of
8/18
8/25
9/1
9/8
9/15
9/22
9/29
10/6
10/13
10/20
10/27
11/3
11/10
11/17
11/24
12/1
12/8

Introduction and
Response to Ch 1
Ch 2
Ch 3
Ch 4
Ch 5
Ch 6
Ch 7
Ch 8
Mid-Term Week
Ch 9
Ch 10
Ch 11
Ch 12
Ch 13
Ch 14
Ch 15
Finals Week

Due

Introductions-Responses to
Introductions and Ch 1
Response to Chapter 2
Response to Chapter 3
Response to Chapter 4
Response to Chapter 5
Response to Chapter 6
Response to Chapter 7
Response to Chapter 8
Post Power Points
Response to Chapter 9
Response to Chapter 10
Response to Chapter 11
Response to Chapter 12
Response to Chapter 13
Response to Chapter 14
Response to Chapter 15

Due date
Chapter
Response
Tuesday

Due Date
Peer
Response
Thursday

Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday

Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
Thursday
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: TheCollegeassumesthatstudentswillseektoprofitfromtheinstructional

programandwillrecognizetheimportanceofattendingeveryclassmeetingofcoursesfor
whichcreditisexpected.Responsibilityfornotifyingfacultyofabsences,andforarranging
potentialmakeup,restswiththestudents.

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.
CivilityCivilbehaviorenhancestheacademicsetting,andisexpectedatalltimes.Courtesyand
respect for others are essential elements of the academic culture. The academic environment
welcomesadifferenceofopinion,discourse,anddebatewithinacivilenvironment.
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.

N.

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.