EDUC 322 - STANDARDS, PLANNING & ASSESSMENT

The Cooperative Reflective Manager of the Learning Environment Model

 Bluefield State College’s teacher education model is the Cooperative Reflective Manager (CRM) of the learning environment.  This model is assessed through the ten Performance Standards for Teacher Education document that is attached to this syllabus. 

The faculty jointly believes that candidates should engage in cooperative learning activities and models these activities in field, clinical, and teaching experiences that candidates learn by reflecting upon their experiences and deriving practical lessons from these experiences and that candidates must manage the learning environment through effective teaching, planning, and assessment.

Diversity 

Bluefield State College and its Teacher Education program are committed to providing a climate that embraces diversity in course offerings, faculty, students, activities, and experiences.  The Performance Standards and Dispositions of the conceptual framework reflect the program's commitment to providing candidates with the knowledge, skills, and dispositions needed to support the learning of all students, regardless of race, ethnicity, exceptionality, or socio-economic status. 

The Department of Education believes that diversity must be defined broadly to include interactions with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools with regard to race, ethnicity, socioeconomic status, gender, and special populations and that diversity must be included throughout the program.  Besides EDUC 160, Diversity in Education, other required courses assist students in developing experiences for candidates to understand the importance of diversity in teaching and learning and to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.

 In EDUC 322: Standards, Planning, and Assessment, candidates learn to develop unit plans and lesson plans for delivery to diverse audiences, to develop a classroom and school climate that values diversity, to recognize different teaching and learning styles, to adapt instruction to various populations, to accurately and effectively acquire, analyze, and utilize assessment data to help all students learn.  Candidate assessment data provides feedback so that they can improve their knowledge, skills, and dispositions related to the Cooperate Reflective Manager model.

Technology

Successful completion of EDUC 322 exposes candidates to a variety of technologies.  The class is taught to two sites simultaneously by use of the College’s Interactive Video Network or through Web-CT or both; thus, the faculty member models appropriate uses of technology.  The course materials are available online and by videotape.  In addition all tests and projects must employ the use of a computer and knowledge of various software packages learned in either of the two required technology courses.

COURSE DESCRIPTION:  This course examines the interrelationships among content standards, instructional objectives, planning, and assessment.  Students will design instructional units based on standards and will examine a variety of evaluation techniques, including standardized tests, teacher-made tests, and authentic performance assessments.  PR: Admission to Teacher Education.

 TEXT:  Linn, Robert L. and M. David Miller (2005).  Measurement and Assessment in Teaching. 9^th Edition.  New Jersey: Pearson Education, Inc. (available by next day UPS from BSC Bookstore, phone 304.327.4182.

Student study guide/workbook provided upon registration.

COURSE OBJECTIVES: 

1.   Incorporate information from various sources in planning instruction.

 2.  Select assessment or evaluation strategies to measure learning outcomes, objectives, and instructional effectiveness.

 3.  Maintain a positive learning environment to support mastery of learning outcomes and objectives.

 4.  Provide verbal and/or nonverbal feedback to students.

 5.  Evaluate the effectiveness of the instructional process.

 6.  Evaluate student progress toward mastery of learning outcomes and objectives.

 7.  Organize, interpret, and summarize evaluation data for instructional planning, delivery, and management.

 8.  Report student evaluation results to students, parents, and appropriate school administrative personnel.

 9.  Use available evaluation results in making instructional decisions, designing remediation activities, etc.

 10.  Plan and design instruction and assessment within the context of national and state standards.

11.  Develop a classroom and school climate that values diversity.

12.  Recognize different teaching and learning styles.

13.  Adapt instruction to various populations.

14.  Incorporate the use of technology into the design of instruction and various assessments, including the development of test banks.

15.  Analyze standardized tests by specific criteria to assist in informed decision making regarding the uses and abuses of standardized testing.

16.  Create classroom tests which effectively assess instructional objectives and activities and which reflect awareness of cultural diversity and exceptional populations.

17.  Create performance assessments which mirror objectives, outcomes, and standards assessment.

PROJECT: Students will use a unit plan to construct a 100 item test battery from which they can randomly select 3-20 item tests which will adequately test the learning unit's subject matter. This will be done on a computer and submitted using the assingment drop box for the grade. A test specification chart is also required (available in the study guide).

TESTING and PROJECT SUBMISSION: Students will submit assignments and projects, using the Assingment Drop Box, to the instructor per the timetable in the course outline. All Communication will be conducted via Web CT course e-mail. Access to a computer is required for ALL projects, exams, and communication.

COST: Students may register by calling Dr. Tom Blevins at 304.327.4059. Tuition/fees for this 2 sem. hr. credit course are $305 (WV Resident) or $646 (Nonresident) or $476 (Metro rate) plus a $20.00 per credit hour Web CT fee. Tuition/fees may change periodically.

THIS SYLLABUS AND COURSE OUTLINE MAY BE CHANGED BY THE INSTRUCTOR WITH NOTICE.

Other materials you will need for this course:

Lecture Notes

• Chapter 2 and 3
• Chapter 6
• Chapter 7
• Chapter 8
• Chapter 9
• Chapter 10

Audio File	Topic	Topic and Chapter of Text	Study Guide Materials Course Web Site
Session 1	Course Introduction	Introduction/Information	Syllabus Most Used Handouts
Session 2	Ch. 2-3 Lectures	Unit Plan/Lesson Plan	Unit Plan Lesson Plan Handouts Sample of Work Ch. 2-3 Transparencies
Session 3	Review and Test Information	Review of Unit Plan Lesson Plan/Test Items	Ch. 2-3 Sample Test
Session 4	Ch. 6 Lecture	Planning Classroom Tests and Assessments	Test Specification Chart Ch. 6 Transparencies
Session 5	Ch. 7 Lecture	Objective Test Items: Simple Forms	Ch. 7 Transparencies
Session 6	Ch. 8 Lecture	Objective Test Items: Multiple Choice Forms	Ch. 8 Transparencies
Session 7	Ch. 9 Lecture	Analysis of a Standardized Test and Ch. 9: The Interpretive Exercise	Ch. 9 Transparencies
Session 8	Ch. 9 Lecture (cont.) Ch. 10 Lecture	Ch. 9 The Interpretive Exercise (cont) Ch. 10 Complex Achievement	Ch. 9 Transparencies Ch. 10 Transparencies
Session 9	Statistics	Statistics- Validity, Reliability, Central Tendency Statistics	Handouts Study Guide
Session 10	Statistics (cont)	Statistics- Review Central Tendency; The Normal Curve Z Scores Statistics	Handouts Study Guide The Normal Curve Graphic

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