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SUMMER SEMESTER 1995

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S. Reid

PREREQUISITE:

Educ. 220

COURSE DESCRIPTION:

This course examines assessment methods and issues related to teachers using assessment information.

Topics include: analyzing objectives and tasks, using and evaluating tools for observing and assessing

classroom processes and environments, self-report methods, assessing student progress, integrated

resource packages, published tests of achievement and aptitude, grading practices, reporting, and

features of assessment data (e.g., reliability, validity, utility).

OBJECTIVES:

This course teaches knowledge and skills for determining criteria; for designing assessment tools;

gathering and scoring data; and making accurate, dear, valid, and useful interpretations about

students' progress, qualities of teaching, and evaluating educational programs.

COURSE REQUIREMENTS:

Course Journal/Thought Questions/Learning Exercises/Self Test (not graded). Students are to maintain

a journal in which they record their thoughts, insights, interpretations, questions, and disagreements

with (a) positions or suggestions presented in the text and (b) the activities worked on during the course.

Thought Questions, Learning Exercises, and Self Tests are activities which encourage reflection to

enrich understanding of course materials.

Assessment Package

(55%). This exercise accumulates in four installments over the course. You will

develop an assessment package for a teaching unit. In the package you will demonstrate knowledge and

skills related to (a) planning a broad-spectrum assessment of students and of your teaching (b) designing

tools for gathering measurements, (c) appraising technical properties of the assessment tools you design,

(d) analyzing the overall utility of the assessment package, and (e) reporting to audiences for

assessment.

Think Paper Assignment

(10%). This essay (maximum length =

1000 words/4 pages typed, double-

spaced) will address a controversial issue in assessment. You will present a logical argument, and

where appropriate, provide empirical support.

Final Examination

(35%). A 3-hour final examination will survey the range of information presented in

the course. There will be 2-3 multiple choice items covering the readings for each week.

Approximately 10 additional items will be a mix of objective interpretation exercises and restricted

response essay items.

READINGS:

Linn, R. L., & Gronlund, N. E. (1994).

Measurement and Assessment in Teaching

(7th ed.). New York:

MacMillan.

Study Guide and Course Reader for Educ. 325 DISC.

Perrone, V. (1991).

Expanding Student Assessment.

Alexandria VA: ASCD.

B. C. Ministry of Education (1994).

Student Self-Assessment.

Victoria: Queen's Printer.

B. C. Ministry of Education (1994).

Performance Assessment.

Victoria: Queen's Printer.

B. C. Ministry of Education (1994).

Portfolio Assessment.

Victoria:

Queen's

Printer.

B. C. Ministry of Education (1994).

Student-Centred Assessment.

Victoria:

Queen's

Printer.

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Centre for Distance Education

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Simon Fraser University

EDUCATION 325-3

ASSESSMENT FOR CLASSROOM TEACHING

A survey of assessment methods that contribute to improving teaching and

learning, and for making judgements and decisions about qualities of teaching,

the classroom environment, and student achievement and growth. Topics

include: goal and task analysis, validity and reliability, observing and assessing

classroom processes and 'environments, self-report methods, assessing student

achievement, published tests of achievement and aptitude, marking and report.

PREREQUISiTE: EDUC 220

REQUIRED TEXT:

Gronlund, N.E., & Linn, R.L. (1990).

Measurement and Evaluation in Teaching

(6th ed.). New York: Macmillan.

COURSE REQUIREMENTS:

Assessment Package Assignment

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55%

Think Paper Assignment ?

10%

Final Examination ?

35%

7/15/94