Red River College - Spring, 2006, F201, Wednesdays, 6-10 P. M.,
Red River College - Summer, 2005, F201, Monday to Friday, 8:30 - 4:00
Instructor: Glen Hammond, B. A., B. Ed., M. Ed. [School Admin.] Adv. Cert. Ed. [Curriculum]
COURSE TITLE: Testing and Evaluation
COURSE CODE: B24-T043
DEPARTMENT(s): Education, Curriculum, and Learning Resources
Certificate in Adult Education
This course considers assessment in regard to appropriate purposes, teaching targets, methods, quality indicators, and as wide a variety as possible. The focus is on teacher-made tests in terms of observation, selection and supply, performance, and direct personal communication items to assess knowledge, reasoning, skills, products, and dispositions. Assessment methods stressed include written tests, observation, peer- and self-reports, portfolio documentation, and performance/product tests in regard to planning the instruments, administering them, interpreting the results, and providing feedback that promotes ongoing, improved instructional decision-making and learning.
Total Hours: 35 contact hours Credit Hours: 3 credits
Contact time will be a combination of lectures, cooperative learning, discussion and individual, project, and group work.
· Understand and apply correctly the key terms, contexts, concepts, models, methods, models, paradigms, and research understandings necessary to operate successfully in the field of assessment and evaluation.
· Create a complete evaluation program for a course of your own choice [one you either are or will be teaching], such program to encompass and inter-relate all important parts with belief systems and appropriate types of assessment and key indicators of success, regarding authentic, seamless, comprehensive, varied, ongoing, balanced assessment that is aligned in terms of relationships among outcomes, testing, measurement, assessment, evaluation, grading, and reporting.
· Develop, assemble, administer, score, interpret, and improve appropriate teacher-made tests to assess your students and provide for ongoing progress and determine final achievement status.
· Plan for and use direct personal communication and the assessment of dispositions as well as climate in the evaluation process. Then, plan to develop positive, useful dispositions and climates.
· Include peer- and self-evaluation tools and techniques as well as expert- and co-evaluation and consider the use of the portfolio as part of such.
· Plan for and use performance tests for processes and products in the evaluation process.
· Plan for and assess appropriately the areas of knowledge, reasoning, and metacognition so as to cover fully the thinking processes
· Create and use a variety of tools and techniques to portray results so as to make them useful for diagnostic and prescriptive purposes to improve teaching and learning and demonstrate accountability.
COURSE RESOURCES & SUPPLIES:
Textbook: You will be supplied with an instructor-created booklet containing background materials and exercises on each of the outcomes.
References: The instructor’s website http://xnet.rrc.mb.ca/glenh/
The library has a large number of books on the above topics.
The library has a large number of A-V items on the above topics. Other: A 3-ring binder would work nicely for organizing handouts, assignment sheets, and completed assignments - but remember it will only work nicely if you take the time to keep it organized!
ELEMENTS OF INSTRUCTION:
· 1. Understand and apply correctly the key terms, contexts, concepts, models, paradigms, and research understandings necessary to operate successfully in the field of assessment and evaluation.
o Understand and use appropriately the following key terms:
o Create an appropriate context for testing and evaluation
o Understand and use these key concepts: testing, measurement, assessment, evaluation, validity, reliability, usability, balance, comprehensive, fair, objective, discriminating, targets, accountability, academic prompts,
o Understand and apply the model of evaluation and the graphic organizer for evaluation.
o Understand the paradigms associated with evaluation: content framework, competency framework, and learning-centered outcomes framework.
o Understand and apply associated research findings pertinent to the smooth operation of evaluation.
· 2. Create a complete evaluation program for a course of your own choice [one you either are or will be teaching], such program to encompass and inter-relate all important parts with belief systems and appropriate types of assessment and key indicators of success, regarding authentic, seamless, comprehensive, varied, ongoing, balanced assessment.
o Approach this project as a work in progress throughout the course uncovering understandings and techniques appropriate to it as we work through the course. Use the supplied Evaluation Profile to develop a picture of your intended program. Then, create a graphic organizer to picture your evaluation program and relate its elements to each other and to professional practice.
· 3. Develop, assemble, administer, score, interpret, and improve appropriate teacher-made tests to assess your students and provide for ongoing progress and determine final achievement status.
o Incorporate a test plan and table of specifications as useful tools in test preparation
o Follow a set of logical steps in preparing a test
o Assemble your tests according to accepted principles
o Administer your test in a way that provides for security and fairness to all
o Score the test using a device to promote objectivity and reduce human error as much as possible
o Interpret the results so as to highlight patterns that form the springboard for improving teaching and learning through useful feedback.
o Improve tests through analyzing results and applying effective diagnostic-prescriptive principles and techniques.
o Follow recognized principles in arriving at final grades.
· 4. Plan for and use direct personal communication in the evaluation process.
o Explore the options involved in using direct personal communication as an assessment tool
o Understand the strengths and limitations of using direct personal communication
o Weigh the options and decide which works best in this situation
o Create appropriate prompts or exercises or opportunities for such.
· 5. Include peer- and self-evaluation tools and techniques as well as expert- and co-evaluation and consider the use of portfolio assessment as part of such.
o Set as a goal increasing use of self- and peer-evaluation to build greater self-reliance and increase the amount of feedback one receives
o Explore the strengths and weaknesses of each form of evaluation here and compare one with the other in terms of benefits.
o Incorporate peer-, self-, co-, and expert evaluation as appropriate in your evaluation program.
· 6. Plan for and use performance tests in the evaluation process.
o Understand performance testing – its strengths and weaknesses, its possibilities, its requirements, the process.
o Create appropriate performance tests for your own courses.
o Evaluate your own performance items and improve them where possible.
· 7. Plan for and assess appropriately the areas of knowledge, reasoning, and metacognition so as to fully cover the thinking processes.
o Differentiate the three areas so as to understand their relationship.
o Explore the options available for assessing each area.
o Create appropriate true-false, matching, multiple-choice, completion, short-answer, and essay items for testing knowledge, reasoning, and metacognition.
o Develop appropriate instructions for each type of item.
o Create appropriate items in each area.
o Further the development of these three areas of thinking.
· 8. Create and use a variety of tools and techniques to portray results so as to make them useful for diagnostic and prescriptive purposes to improve teaching and learning and demonstrate accountability.
o Use techniques that make patterns of results transparent.
o Utilize appropriate recording devices.
o Utilize weighting to show proper balance among items in terms of their relative importance.
o Covert to common measurements to make appropriate comparisons.
o Relate items to outcomes to make judgments about achievement
o Combine all data via a common measurement scheme to develop achievement grades.
There will be two major tools for assessing mastery of the course outcomes:
· working portfolio of items demonstrating an understanding of the major concepts and skills in the course. [70% of final grade]
· oral examination using a profile of your evaluation program and a graphic organizer show the elements and connections of your program as tools for presenting how the program operates. [10 minutes, 30% of final grade]
All assignments and tests will be given a due date which students are responsible for meeting. Marks will be deducted for overdue assignments. Missed tests will result in a grade of zero for that test unless arrangements are made with instructor prior to the test date.
Regular and punctual attendance, effective use of time, and participation is expected just as it is required in the workforce and will form part of the grade (10%). Attendance and participation will also form part of the grade for projects assigned.
Effective: June 20 - June 24, 2005
Cindee Laverge, Chair
Teacher Education and Staff Development
Room C312, RRC
Phone (204) 632-2222
This course is authorized for use by:
Chair, (Department name) Date
All rights reserved. This course outline is the property of Red River Community College. No part of this outline may be reproduced or used in any form or by any means - graphic, electronic or mechanical, including photocopying, recording of taping, or information storage and retrieval system - without written consent from the Vice-President of Red River Community College.