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SIMON FRASER UNIVERSITY
FACULTY OF EDUCATION
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UNDERGRADUATE PROGRAMS
SPECIAL TOPICS PROPOSAL FORM
1. Course number: 383
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Credit Hrs.: 3 ?
Vector:
Title of Course: ?
ST - Student Assessment, Evaluation and Reporting:
Criterion-referenced Assessment
Description of Course:
This course surveys recent developments in student assessment,
evaluation and reporting, with emphasis on linking and integrating instruction and assessment in
ways that both support student growth and indicate accountability for learning. Participants study
sound assessment and evaluation principles, become familiar with current Ministry of Education
policies, critically examine a variety of contemporary approaches, and discuss relevant dilemmas and
issues. Topics include assessment processes and strategies, evaluation criteria and standards, student
self-evaluation, reporting policies and practices, and letter grades and percentages. Course activities
and assignments are designed to help participants reflect on their own practices and apply
contemporary principles and policies to their specific educational contexts.
Prerequisites (or special instructions):
Teaching certificate or special permission of instructor.
No Objectives (including a statement of how the course in embedded in a
theoretical/cognitive/interpretive intellectual framework):
This course provides a survey of contemporary assessment, evaluation and reporting principles and
practices within the context of changing educational directions and current Ministry of Education
policies. It encourages the critical examination of pertinent issues, and highlights the relationships
among principles, policies and practices.
Participants will
• review recent developments in assessment, evaluation and reporting, with emphasis on the
provincial context;
• analyze the implications of provincial policy frameworks for student assessment, evaluation and
reporting practices;
• examine a variety of models and methods of assessment, evaluation and reporting;
• evaluate exemplars of resource materials that support current assessment, evaluation and
reporting;
• discuss dilemmas and issues surrounding assessment, evaluation and reporting;
• critically reflect on one's own assessment, evaluation and reporting beliefs and practices, and
develop an action plan for professional growth;
• apply principles and policies to practice in a specific educational context;
• understand the relationships among curricular goals and objectives, criteria, assessment and
evaluation;
• demonstrate ability to develop an instructional plan that links curricular intentions, instructional
strategies, and assessment and evaluation practices;
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analyze the relationships among curriculum, developmental expectations, student experiences,
standards and grades.
3.
Rationale for course offering (reasons why course is needed):
Student assessment, evaluation and reporting are among the most controversial issues in public
education at this time. Educators are confused by conflicting information and uncertainty about
current educational directions, and few have adequate understanding of contemporary principles and
policies to evaluate the range of proposed practices.
4.
Bibliography (list all books & articles required and/or recommended):
Required readings:
British Columbia Ministry of Education (1994).
Guidelines for Student Reporting for the
Kindergarten to Grade 12 Education Plan.
Victoria, B.C.: Province of British Columbia.
British Columbia Ministry of Education (1994).
The Kindergarten to Grade 12 Education Plan.
Victoria, B.C.: Province of British Columbia.
British Columbia Ministry of Education (1994).
Evaluating Reading across Curriculum.
Victoria,
B.C.: Province of British Columbia.
British Columbia Ministry of Education (1994).
Report to Parents.
Victoria, B.C.: Province of
British Columbia.
Other required readings will be determined by the instructional team. A selection of articles will he
provided by the instructors.
Selection of possible texts:
Anderson, R.,
& Pavan, B. (1993).
Nongradedness: Helping it to happen.
Lancaster, PA:
Technomic.
Angelo T., & Cross, A. (1993).
Classroom assessment techniques.
San Fransisco: Jossey-Bass.
Countryman, Joan (1992). Writing to learn mathematics: Strategies that work.
Toronto: Irwin.
Drummond, M. (1994). Learning to see: Assessment through observation.
Markham, Ont.:
Pembroke Publishers.
Making the grade: Evaluating student progress.
Scarborough, ONT: Prentice-Hall. ISBN
Perrone, Vito (Ed.). (1991).
Expanding student assessment.
Alexandria, VA: ASCD.
Stenmark, J.(Ed). (1991).
Mathematics Assessment.
Reston, VA: National Council of Teachers of
Mathematics.
Additional Resources:
British Columbia Ministry of Education
(1991).
Supporting Learning: Understanding and Assessing
the Progress of Children in the Primary Program.
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British Columbia Ministry of Education (1992).
Evaluating Writing Across Curriculum: Student
Samples for the Writing Reference Set.
British Columbia Ministry of Education (1992).
Evaluating Writing Across Curriculum: Using the
Writing Reference Set to Support Learning.
British Columbia Ministry of Education (1988).
Enhancing and Evaluating Oral Communication in
the Intennediate Grades.
British Columbia Ministry of Education (1988).
Enhancing and Evaluating Oral Communication in
the Primary Grades.
British Columbia Ministry of Education (1988).
Enhancing and Evaluating Oral Communication in
the Secondary Grades.
British Columbia Ministry of Education (1991).
Primary Prograin Foundation Document.
British Columbia Ministry of Education (1991).
Thinking in the Classroom. Vol.
land II.
British Columbia Ministry of Education (1994).
Assessment Handbooks Series: Portfolio
Assessment, Performance Assessment; Student Self-A ssessmnent; Student-Centred Conferences.
British Columbia Ministry of Education (1994).
Graduation Program Policy.
British Columbia Ministry of Education (1994).
Intermediate Program Policy.
Other resources will be determined by the instructional team.
5.
List of student assignments to be completed and any other expectations of students:
Expectations:
a. full attendance at the entire Summer Institute;
b.
completion of pre-readings and pre-institute assignment;
c.
participation in discussions related to pertinent issues;
d.
participation in self and peer evaluation strategies during institute activities;
e.
satisfactory completion of all assignments as indicated below.
Assignments:
a.
A written description and analysis of one's current assessment, evaluation and reporting practices
in a specific instructional context (pre-institute assignment);
b.
A journal demonstrating thoughtful analysis of readings, course content and issues discussed;
c.
An examination of several models or strategies for assessment, evaluation and/or reporting,
including a discussion of their implications for student learning and accountability, to be shared
with the class;
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d: A plan for use of a selected approach to assessment, evaluation and/or reporting within a specific
educational context, showing the use of criterion referencing consistent with existing policies and
recommended practices for the target age group and indicating an understanding of links among
principles, policies and practices;
e.
An action plan for one's professional development, with rationale;
f. A final examination (option of the instructor).
6.
Description of student assessment and grading procedure:
Assessment, evaluation and grading practices will model strategies discussed during the course.
Evaluation will be based on stated criteria and standards but will allow for a choice of representations
that are appropriate to the particular assignment and that encourage different ways of demonstrating
learning. Criteria and possible forms of representation for each assignment will be discussed with
students prior to completion of the assignments.
7.
Approval
UPC Chairperson
Date ?
f:2,b
5
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