Graduate Course Proposal Form Submission Detail - EDE6461
Submission Type: New
Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 5139 2014-11-07 Department College Budget Account Number Childhood Education & Literacy Studies ED 0-1714-000 Contact Person Phone Jeni Davis 8166656929 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDE 6461 Assessment for Elementary Student Learning Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? Y If repeatable, how many times? 1 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Assessment in Elementary Course Online? Percentage Online C - Face-to-face (0% online) 0
This course is designed to help elementary teachers develop a deep understanding of assessment to inform their instructional decisions in an elementary classroom.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Offered as enrichment course (not part of program/concentration/certificate)
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?
Currently there are no courses that focus on elementary education. This course was create to focus on elementary pedagogy with elementary students in mind.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
At minimum, a doctoral degree is required to teach this graduate course. Qualifications include knowledge of and/or experience with assessment and evaluation, elementary education, partnership work, etc.
- Other Course Information
Graduate students will be able to:
• Observe, analyze, and reflect on the complexities of assessments in an elementary classroom (ACEI 1.0, 4.0, 5.1; CAEP 1.3 ).
• Demonstrate knowledge to select, construct, and use assessment strategies appropriate to the learning outcomes (ACEI 1.0, 4.0)
• Explore a variety of media communication tools to enrich assessment opportunities (ACEI 3.4, 4.0, 5.1)
• Use classroom observation, information about students, and research as sources for evaluating the outcomes of assessments and as a basis for experimenting with, reflecting on, and revising assessments (ACEI 1.0, 3.1, 3.3. 4.0; CAEP 4.2)
• Review relevant research related to assessments, particularly information related to assessing students of all academic levels (ACEI 3.2, 4.0, 5.2; CAEP 1.4)
• Examine the characteristics of a positive classroom community that supports the learning of all students (ACEI 3.4, 3.5, 4.0)
B. Learning Outcomes
In this course, students examine various assessments across subject-matter to develop a depth of understanding for the value of assessments as well as the purpose of diagnostic, formative, and summative assessments in an elementary classroom.
C. Major Topics
Week 1: What is assessment?
Week 2: Why do we assess students?
Week 3-4: Aligning assessment with instructional goals.
Week 5: What are Diagnostic Assessments?
Week 6: Formative Assessments
Week 7-8: Using Formative Assessments to inform instructional decisions
Week 9-10: What are Summative Assessments? Developing summative assessments
Week 11: What to do with all the data
Week 12:Assessment for diverse learners
Week 13: Technology in assessments
Week 14-15: State-mandated assessments?
No required textbook
E. Course Readings, Online Resources, and Other Purchases
Instructors for this course differ in their preference for specific texts and/or choice of current readings from the science education literature. Journal such as Elementary School Journal; Assessment in Education: Principles, Policy, and Practice; Educational Assessment; Educational Assessment, Evaluation, and Accountability; Practical Assessment, Research and Evaluation; Educational Measurement: Issues and Practice; Science and Children; Social Studies and the Young Learner; Teaching Children Mathematics; The Reading Teacher are typically used to select appropriate readings. The specific journals required will depend upon student and instructor selected assignments, and will reflect accomplishment of the course goals and content outline listed above.
F. Student Expectations/Requirements and Grading Policy
Your work will be graded based on mastery of the course objectives, rather than against the performance of your peers, therefore, grades are criterion-referenced rather than norm-referenced (curved). The grading scale is as follows:
A+ (100-97%); A (96-94%); A (93 90%); B+ (89 87%); B (86 84%); B (83 80%); C+ (79-77%); C (76-74%); C (73 70%); D+ (69 67%); D (66 64%); D (63 60%) F (below 60%)
Assessment Autobiography 10% (FEAPs 4, 5, 6)
Assessment Analysis 15% (FEAPs 1, 4)
Class Participation/Attendance 10% (FEAPs 5, 6)
Reading Discussion/Reading Response Cards 10% (FEAPs 3, 4, 5)
Online Reflective Journal 10% (FEAPs 2, 4, 5)
**Assessment Project 20% (FEAPs 1, 3, 4)
Course Portfolio 25% (A demonstration of all course goals)
G. Assignments, Exams and Tests
Our prior experiences with assessment have shaped our views and beliefs about what it means to assess student learning. The first step in opening our minds to the ideas of assessment is to share the experiences that have shaped our current beliefs. This will set the stage for the new perspectives offered by this course. An assessment autobiography is an essay in which you describe your personal experiences with assessment, in or out of school, and then use your own experiences to define the kind of assessments you want to use in your elementary classroom.
As a teacher you will collect many resources in preparation to assess your students. Using any Internet search engine will offer you a plethora of assessments claiming to be ready to use in your classroom. As your foundation for making decisions about the kinds of techniques you will use in assessing your students grows, this assignment requires you to critically analyze an assessment found online and make recommendations as to how it can be improved to meet the ideas presented in class.
The interactive nature of this course requires regular attendance and high quality participation. In-class activities are created to get you thinking about elementary assessments. These activities cannot be replicated or made up outside of class time. It is important that you come to class each week and arrive on time. Maintaining high professional standards on-campus and at the field site is critical for success in this course. One class absence will be allowed. Other absences will be dealt with on a case-by-case basis, but such absences will likely be considered as unexcused absences that will affect your grade in this class (example: B to B-).
Reading Discussion/Reading Response Cards
This course will offer a variety of professional readings that we will use as a springboard into class discussion. Each week two students will volunteer to lead the class in a discussion about the readings. The reading discussion will spring from the questions, comments, and connections you bring to the discussion. Each student will need to volunteer to lead a class discussion two times during the semester. You can prepare for this discussion by previously reading the article and jotting down some questions you can pose to the class. Be sure to have identified the main ideas of the article, which will need to be articulated during the discussion.
The reading response cards are a way for you to remember the readings. For each required reading you will record a “golden quote” from the article and response to the article. The response may be connections, questions, examples, or an explanation of the “golden quote.” These 3x5 index cards will be submitted at each class.
Online Reflective Journal
Please create a Google document to share with your instructor. This document will serve as an online reflective journal. This journal is designed for you to reflect on the information that is provided in your readings, discussed in class, and brought out from course activities, as well as self-assess your professional growth.
This project will be a combination of work completed in class and in your cooperating school. Working with your collaborating teacher, you will prepare a formative assessment to be implemented in the classroom. The assessment can be for any subject matter, but must be tied to the instructional goals of the collaborating teacher. After reviewing the completed assessments, you and your collaborating teacher will have a conversation about the next steps of instruction. You will also prepare a summative evaluation (any content and goals that the host teacher suggests) and score them according to your rubric created. After scoring the summative assessment, you and your collaborating teacher will again engage in conversation about performance of the students and the next steps of instruction.
After this field experience, you will submit a written assignment of no more than 10 pages. The written assignment will need to include all required components of the assessments, an analysis of the results of the assessment, comparison of the students assessed, connections made to class (with examples), and a reflection of how you would modify the assessments.
Each of you came to the course with your own unique experiences and ideas about assessments and preparing assessments for the elementary classroom. Over the course of the semester, you have been presented with new ideas and perspectives, which have further shaped your ideas. What you have “learned” this semester, then, consists of the ways in which you have grown in your thinking and/or changed your ideas. Given your ideas differed from the very beginning, your learning will differ as well. The summative assessment in this course is intended to allow you multiple and varied ways to communicate your individual growth and progress this semester, through a portfolio.
The assessment portfolio is an edited collection of evidence and reflections representing your progress toward achieving the course goals. It provides the basis for self‐assessment of your learning, and my evaluation of your progress this semester. Note: The portfolio is designed to capture your progress over time, not just a snapshot of where you are at the end of the course.
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. 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.
I. Policy on Make-up Work
Late work will be reduced by 50% per class meeting.
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”
J. Program This Course Supports
MA in Elementary Education
- Course Concurrence Information