Graduate Course Proposal Form Submission Detail - EDG6228
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only): This course is part of the required sequence in the approved Middle Grades STEM and Elementary Education Math/Science graduate degree program.
- Department and Contact Information
Tracking Number Date & Time Submitted 4864 2013-12-12 Department College Budget Account Number EP USFO1STP 511724 10000 000000000000 Contact Person Phone Lyman Dukes 7278734991 email@example.com
- Course Information
Prefix Number Full Title EDG 6228 Documentation and Assessment of Curriculum and Instruction Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? Y Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Assessment of Curriculum Course Online? Percentage Online O - Online (100% online) 10
The purpose of this course equip K-8 grade teachers with the values, skills and knowledge to document and assess student learning.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
B. 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.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 3 or more times
D. 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.
- Other Course Information
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 ones own teaching effectiveness
B. 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
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.
C. 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
No textbook is currently required for this course
E. Course Readings, Online Resources, and Other Purchases
readings will be provided by faculty examples readings are excerpts from:
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
F. Student Expectations/Requirements and Grading Policy
Homework (weekly) 30%
Class Participation 40%
Student Lesson Assessment(s) and Reflection(s) 30%
Grades based on following:
G. Assignments, Exams and Tests
H. 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,
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. Its 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.
I. 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 systems (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 ones 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
J. Program This Course Supports
Elemenary Education Math/Science & Middle Grades STEM degree programs
- Course Concurrence Information
This course is required in both the Elementary Education Math/Science and Middle Grades STEM master degree program.