|
Assessment and Evaluation - EADM 738
Summer 2014 Dr. Joseph Jesunathadas Reflection… This course ignited my interest in data gathering and interpretation because of Dr.J’s compassion and interest of the subject matter. I am thrilled to have used student data of the Desired Results Development Profile (DRDP) early childhood assessment to understand the reliability and validity of this assessment tool. I found this course to be challenging initially because I had only a basic idea of Microsoft Excel. However, I mastered the main concepts such as: Mean, Median, Mode, Range, Standard Deviation; Item Difficulty, Item Discrimination, Reliability, Reliability Coefficient, Standard Error of Measurement (SEM) etc…of the Classical Test Theory using Excel and Modern Test Theory using the Winsteps software program (Linacre 2011) to compute and analyze the preschool assessment data and presented my finding in a way for the data to come alive during for my final project presentation. I am very appreciative of Dr. J’s willingness to meet with me a few times during his office hours and for his assistance in guiding me to enjoy the interpretation of data of the DRDP assessment tool. This course also helped to understand and conceptualize Validity and Reliability of assessment tools. Learning these two concepts is very helpful when I read research articles and to make sense of research findings. Taking this course helped me with the quantitative aspect of my own research study. |
|
Course Description, Course Goals and Objectives were obtained from the Course Syllabus
Course Description
EDUC 738: Assessment and Evaluation – Assessment of student learning outcomes, tests, and measurements, measurement theory and using data for improvement. Four hours lecture and two hours practicum.
Course Goals
Students who successfully complete this course will demonstrate an understanding of assessment principles and practices to measure, evaluate, and increase student achievement. To this end students will demonstrate the following:
a. Know competing views regarding the impact of high stakes assessment on students, teachers, educational institutions, and the community at large.
b. Know the processes that generate accountability measures for schools.
c. Know how to interpret the accountability reports schools and school districts receive from the California Department of Education (CDE).
d. Understand the relevance of various theories and principles of assessment.
e. Understand and distinguish between the concepts of reliability and validity.
f. Know the differences between norm and criterion referenced assessments and how data from these two types of assessment produce different types of score interpretations.
g. Distinguish between formative and summative assessments and know how to implement each.
h. Know how to judge the validity of assessment interpretations.
i. Be able to interpret item characteristics such as the reliability of scores, item difficulty, items discrimination, and standard error of measurement.
j. Gain an understanding about commonly used ‘standard setting’ procedures.
k. Demonstrate a working knowledge of modern assessment methods for obtaining objective measurements.
l. Know potential sources for bias that impact the quality of assessment results.
m. Know how to make accommodations for ELs and students with disabilities.
n. Know the trends in the use of technology in assessment and evaluation.
o. Develop an understanding of program evaluation models and apply them in educational settings.
p. Knowledge of the Joint Committee on Standards for Education Evaluation (i.e., Classroom Assessment Standards; Program Evaluation Standards, and Personnel Standards in particular.)
Course Objectives
Knowledge/Skills: Using specific learning objectives listed above, students will:
1) Demonstrate knowledge of California assessment programs and how these impact curriculum thinking and planning.
2) Analyze how educational institutions currently bring together curriculum, instructional practices and assessments to meet state and federal accountability demands.
3) Develop plans for enhancing student achievement, using data analysis, curriculum theory, and research-based instructional practice.
4) Define measurement.
5) Compare classical and modern test theories.
6) Define validity and reliability.
7) Compute and interpret reliability coefficients, item difficulty, item discrimination, and standard error of measurement.
8) Establish standard setting procedures that could be used within an educational system.
9) Describe state and federal laws that enable ELs and students with disabilities to be assessed in meaningful ways.
Course Description
EDUC 738: Assessment and Evaluation – Assessment of student learning outcomes, tests, and measurements, measurement theory and using data for improvement. Four hours lecture and two hours practicum.
Course Goals
Students who successfully complete this course will demonstrate an understanding of assessment principles and practices to measure, evaluate, and increase student achievement. To this end students will demonstrate the following:
a. Know competing views regarding the impact of high stakes assessment on students, teachers, educational institutions, and the community at large.
b. Know the processes that generate accountability measures for schools.
c. Know how to interpret the accountability reports schools and school districts receive from the California Department of Education (CDE).
d. Understand the relevance of various theories and principles of assessment.
e. Understand and distinguish between the concepts of reliability and validity.
f. Know the differences between norm and criterion referenced assessments and how data from these two types of assessment produce different types of score interpretations.
g. Distinguish between formative and summative assessments and know how to implement each.
h. Know how to judge the validity of assessment interpretations.
i. Be able to interpret item characteristics such as the reliability of scores, item difficulty, items discrimination, and standard error of measurement.
j. Gain an understanding about commonly used ‘standard setting’ procedures.
k. Demonstrate a working knowledge of modern assessment methods for obtaining objective measurements.
l. Know potential sources for bias that impact the quality of assessment results.
m. Know how to make accommodations for ELs and students with disabilities.
n. Know the trends in the use of technology in assessment and evaluation.
o. Develop an understanding of program evaluation models and apply them in educational settings.
p. Knowledge of the Joint Committee on Standards for Education Evaluation (i.e., Classroom Assessment Standards; Program Evaluation Standards, and Personnel Standards in particular.)
Course Objectives
Knowledge/Skills: Using specific learning objectives listed above, students will:
1) Demonstrate knowledge of California assessment programs and how these impact curriculum thinking and planning.
2) Analyze how educational institutions currently bring together curriculum, instructional practices and assessments to meet state and federal accountability demands.
3) Develop plans for enhancing student achievement, using data analysis, curriculum theory, and research-based instructional practice.
4) Define measurement.
5) Compare classical and modern test theories.
6) Define validity and reliability.
7) Compute and interpret reliability coefficients, item difficulty, item discrimination, and standard error of measurement.
8) Establish standard setting procedures that could be used within an educational system.
9) Describe state and federal laws that enable ELs and students with disabilities to be assessed in meaningful ways.