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Graduate Course Proposal Form Submission Detail - EDG6543
Tracking Number - 4822

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Current Status: -
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only): This is a request to replace a selected topics course number with a permanent course number.
Comments:

Detail Information

  1. Date & Time Submitted: 2013-09-18
  2. Department:
  3. College: EP
  4. Budget Account Number: USFO1STP 511724 10000 000000000000
  5. Contact Person: Lyman Dukes
  6. Phone: 7278734991
  7. Email: ldukes@usfsp.edu
  8. Prefix: EDG
  9. Number: 6543
  10. Full Title: Current Trends in Math/Science Assessment
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Trends in Math/Sci Assessment
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 5
  21. Grading Option: -
  22. Prerequisites: n/a
  23. Corequisites: n/a
  24. Course Description: The purpose of this course is to assist teachers in developing skill in developing, conducting, and evaluating formative and summative math/ science assessments.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Replacing Selected Topics with Permanent number; already listed in program
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of the required sequence in the approved Middle Grades STEM and Elementary Education Math/Science graduate degree program.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) A Doctoral degree and at least 18 credit hours in the discipline are required.
  29. Objectives: • Correctly use formative assessment probes in STEM K-12 classrooms

    • Practice formative assessment in the STEM K-12 instructional cycle

    • Strengthen Response to Intervention (RTI) skills and use in K-12 classroom

    • Using formative assessments to motivate student learning

    • Use Florida Sunshine State Standards and Common Core standards in a meaningful manner

    • Apply appropriate evaluations to assess student preconceptions, content knowledge, processing skills, communication skills, in addition to student self-assessments.

    • Use observations to analyze student learning and communication abilities

    • Identify appropriate use of formative and summative assessments

    • Apply process skills to develop robust formative and summative student evaluations

    • Understand basic statistical analysis of qualitative measures

    • Conduct an evaluation analysis in the classroom

    • Compare the development, use, benefits, and limitations of classroom evaluations

    • Use multiple assessment tools and strategies to identify and address student misconceptions.

    • Select appropriate strategies for teaching once evaluations have been conducted to attend to student needs

    • Identify appropriate technological tools that facilitate evaluation and learning of math & science.

    • Reflecting and evaluating one’s own teaching effectiveness

  30. Learning Outcomes: As a result of participating in this course learners will:

    • describe what formative assessment is and what it is not.

    • distinguish between a performance expectation (PEI), a disciplinary core idea (DCI), a crosscutting concept (CCC), and a scientific practice and connect these science standards (SS) and common core (CC) dimensions to a formative assessment purpose

    • describe how formative assessment probes differ from other types of assessment questions.

    • describe how the categories of ideas are helpful in understanding students ideas related to the SS and CC.

    • link a formative assessment probe or FACT to a stage in an instructional cycle.

    • Identify different types of probes.

    • Develop your own SS and CC probe.

    • Identify a FACT you can use to assess an GSS DCI or CC.

    • identify at least 3 ways they can use formative assessment to support implementation of the SS and CC.

    • Develop a deeper understanding of the purpose and use of evaluation.

    • Build a range of effective formative and summative evaluation methodologies, strategies, and tools for use in teaching math and science concepts.

    • Better understand how to identify and measure learning outcomes

    • Be able to conduct an analysis to measure individual and group learning

    • Develop a deeper understanding of the purpose and use of evaluation.

    • Build a range of effective formative and summative evaluation methodologies, strategies, and tools for use in teaching math and science concepts.

    • Better understand how to identify and measure learning outcomes

    • Be able to conduct an analysis to measure individual and group learning

    • Identify the traits of good math and science assessments scientists and how they impact the development of knowledge.

    • Utilize tools to assess their own teaching effectiveness.

    Florida Educator Accomplished Practices: The Florida Educator Accomplished Practices (FEAPs) assessed in this course include:

    FEAPS: ASSESSMENT

    a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.

    b. Designs and aligns formative and summnative assessments that match learning objectives and lead to mastery.

    c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.

    c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.

    d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.

    e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).

    f. Applies technology to organize and integrate assessment information.

    FEAPS: INSTRUCTIONAL DELIVERY AND FACILITATION

    f. Employ higher-order questioning techniques.

    g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding.

    h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.

    i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.

    j. Utilize student feedback to monitor instructional needs and to adjust instruction.

    FEAPS: INSTRUCTIONAL DESIGN AND LESSON PLANNING

    a. Aligns instruction with state-adopted standards at the appropriate level of rigor.

    b. Sequences lessons and concepts to ensure coherence and required prior knowledge.

    c. Designs instruction for students to achieve mastery.

    d. Selects appropriate formative assessments to monitor learning.

    e. Uses diagnostic student data to plan lessons.

    f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

  31. Major Topics: • Overview of formative assessment and how it relates to the Next Generation Science Standards (NGSS), Common Core Math Standards

    • Uncovering categories of students’ ideas

    • Probes and formative assessment classroom techniques (FACTs) linked to instructional stages

    • Linking Formative Assessment to an Instructional Purpose

    • Types of evaluation

    • Role of math/science assessments – beyond simple content knowledge – assessing deeper understanding and processing skills

    • Planning and implementing assessments

    • Grading and reporting assessments

    • Standard and non-standardized tests

    • Assessing special needs students

    • Assessing your teaching

  32. Textbooks: Keely, Page. (2011) Science Formative Assessments. Corwin : ISBN-13: 978-1412941808

    Keely, Page. (2011) Math Formative Assessments. Corwin : ISBN-13: 978-1412968126

    Assigned Readings provided by teacher

  33. Course Readings, Online Resources, and Other Purchases: E.G.

    Science Formative Assessments: 75 Practical Strategies for Linking Assessment, Instruction, and Learning by Page Keeley, NSTA Press

    Teaching Children Science: Discovery Methods for Elementary and Middle Grades, 3rd edition by Joseph Abruscato and Donald A. DeRosa

    Activities for Teaching Science as Inquiry, 7th edition by Joel E. Bass, Terry L. Contant, and Arthur A. Carin

    The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know by Alan Colburn, NSTA Press

  34. Student Expectations/Requirements and Grading Policy: Homework (weekly) 30%

    Class Participation 40%

    Student Lesson Assessment(s) and Reflection(s) 30%

    Grades based on following:

    A 100%-90%

    B 89%-80%

    C 79%-70%

    D 69%-65%

    F 64%

  35. Assignments, Exams and Tests: This 16 week on-line course is divided into 4 modules. The work assigned in each module can be done at the student's pace but must be completed in a 4 wk period. At the end of each module an assessment activity is used to measure student learning of core concepts in that module.

    Module 1: Summative Assessments in science /math in K-8 grades

    Module 2: Grading - implications and best practices

    Module 3: Formative Assessments in science /math in K-8 grades

    Module 4: Class project using science /math assessments in K-8 grades

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Reference: USF Regulation USF 3.027 - The following is the portion of the Regulation pertaining to graduate students. To read the entire regulation, go to: http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    1. Fundamental Principles

    Academic integrity is the foundation of the University of South Florida system’s (University/USF) commitment to the academic honesty and personal integrity of its University community. Academic integrity is grounded in certain fundamental values, which include honesty, respect and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students.

    2. General Policies

    The following policies and procedures apply to all students, instructional faculty and staff who participate in administration of academic classes, programs and research at the University of South Florida St. Petersburg and the USF system. This regulation asserts fairness in that it requires notice to any student accused of a violation of academic integrity and provides a directive for discussion between the instructor and student to seek a fair and equitable resolution. If a fair resolution is not accomplished in this discussion, this regulation allows the student continued rights of due process under the academic grievance procedures based upon the preponderance of the evidence. The policies described below are the only policies and procedures that govern violations of academic integrity at the University and supersede any previous policies or regulations.

  38. Program This Course Supports: Elemenary Education Math/Science & Middle Grades STEM degree programs
  39. Course Concurrence Information: This course is required in both the Elementary Education Math/Science and Middle Grades STEM master degree program.


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.