Assessment of Student Learning
Antioch University
Saturdays 7/15 9:30-2:00: 7/29 9:30-12; 8/12 9:30-12
Tests tell us who we are when we are not quite sure.
-F.A. Hanson in Testing Testing
We need to see education not as helping to get us in touch with something non-human called Truth or Reality, but rather in touch with our own potentialities.
-Richard Rorty, Hermeneutics, General Studies, and Teaching
Theres always something wrong with these tests. These tests paint a picture of me with no brain. These tests paint a picture of me and my mother, my whole family, as less than dumb. Just ugly black grease, need to be wiped away, find a job for.
-Claireece Precious Jones, from Precious (Movie)
The unexamined life is not worth living.
-Socrates
Course Overview
The purpose of this course is to provide participants with foundational knowledge on key issues related to assessing learning. We will examine K-6 student assessment from both theoretical and practical perspectives and apply our emerging understandings to the application and critical analysis of current educational assessment policies and practices.
Course Objectives
The course objectives mirror the California Commission on Teacher Credentialings Teacher Performance Expectation (TPE) 3, Interpretation and Use of Assessments:
Candidates understand and use a variety of informal and formal, as well as formative and summative assessments, at varying levels of cognitive demand to determine students' progress and plan instruction. Candidates understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use specialized assessments based on students' needs. Candidates know about and can appropriately use informal classroom assessments and analyze student work, including the types and quality of student work samples as well as performance-based real-world applications of learning. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies. Candidates understand how to familiarize students with the format of state-adopted assessment program. They know how to appropriately administer the assessment program, including implementing accommodations for students with special needs. They know how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction. Candidates interpret assessment data to identify the level of proficiency of English language learners in English as well as in the students' primary language. They give students specific, timely feedback on their learning, and maintain accurate records summarizing student achievement. They are able to explain, to students and to their families, student academic and behavioral strengths, areas for academic growth, promotion and retention policies, and how a grade or progress report is derived. Candidates can clearly explain to families how to help students understand the results of assessments to help students achieve the academic curriculum.
The course also relies on TPE 13, Professional Growth, to ensure that candidates will continue their study of proper educational assessments.
Candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness.
Instructor:
Kip
Téllez, Professor, University of California, Santa Cruz
Antioch University Guest Instructor
M: (831) 345-7081 (for voice and text messages)
ktellez@ucsc.edu_
http://people.ucsc.edu/~ktellez
Office hours: By appointment; text or email anytime
Course Schedule
The schedule below is subject to change. Readings should be completed prior to class.
Session/ Date/Format |
Topic/Activity |
Reading/Activity |
1/Jul 15/Antioch |
Course introduction Making Decisions Current Issues in Measurement Measuring human qualities Measurement Basics: 1 .Scales of Measurement 2. Measures of 3. Central Tendency 4. Measures of Variability 5. Measures of Relationship 6. Standard Scores Understanding the California Assessment of Student Performance and Progress (CAASPP). |
Syllabus; Assessment in the post NCLB era Reading: Reading: Reading: Reading on CAASPP (TBD) |
2/Jul 29/ Kip via Skype |
Assessment Development Writing good items (Select Response) Item Analyses |
Reading: Slide deck on Reliability and Validity. Working in pairs on campus Readings: Samples of early literacy assessments https://dibels.uoregon.edu/assessment/index/materialdownload/?agree=true#dibels Reading: Bloom's Taxonomy Updated |
3/Aug 12/ Kip via Skype |
Formative Assessment in the classroom English Learner Assessment Project Presentations |
Reading: Duckor Reading: http://www.cde.ca.gov/ta/tg/sa/fainaction.asp Reading: Martiniello |
Course Assignments
1. Two Quick writes (15 points each; 30 points total)
At two points during the course, I will invite you to reflect on one or more of the readings, inviting you to compare and contrast two concepts addressed in the course. Evaluation criteria: Connection to readings, Analysis, Comprehensiveness.
2. Assessment Project (70 points total)
Your task on the project is to research a topic related to student assessment. I'm open to a variety of topics, but your project must involve some use of student data (i.e., you must collect and analyze the results of some type of student assessment). We will hold individual conferences to help you decide upon a project. The evaluation criteria will depend upon your goals for the project, my direction for your work, and the overall quality and comprehensiveness.
My Teaching Stance: I hope that this course is an opportunity for us to establish a genuine learning community where we all learn from one another's knowledge and experiences. Such communities imply a social contract between faculty and students. My part in this contract is as follows:
To treat you with respect, carefully listening to your questions and comments
To come to class prepared, provide structure to the course and help you to master the material.
To develop assignments and assessments that are fair (not necessarily "easy") and that reflect the material covered in class and the readings.
To try to relate the material to your own experience and those of your peers.
Your role in the contract is self-determined.
Miscellanea: 1. Any student who is in need of any accommodation, based on the impact of a disability, should contact me privately no later than the second class meeting. 2. We hold fast to the Antioch principles of academic integrity.