Evaluation

 of  Student  Learning  

Education  3604  –  Group  E    
Professional  Semester  II  –  Spring  2014  
Thursdays,  9  –  11:50am  
 
Faculty  of  Education   Room  L1170B  
 
Instructor:   Richelle  Marynowski   Secretary:   Margaret  Beintema  
Office:   TH  335   Office:   TH  321  
Richelle.marynowski@
Email:   Phone:   (403)  329-­‐2732  
uleth.ca  
Twitter:   @rmarynow      
(403)  329-­‐2269  (office)   Please  phone,  text,  email  or  Tweet  me  to  make  an  
Phone:  
(403)  929-­‐0048  (cell)   appointment!  
 
The  course  outline,  all  references  and  supplementary  
https://moodle.uleth.ca   resources,  as  well  as  other  related  course  resources  and  
materials  can  be  accessed  on  the  course  Moodle.  
 
Calendar  Description:  
 
This  course  emphasizes  data  gathering,  summarizing,  and  interpreting  data  and  use  of  results  to  
improve  curriculum,  teaching,  and  learning.    
 
Course  Description:  
 
The  Evaluation  of  Student  Learning  module  consists  of  21  hours  (7  three-­‐hour  classes)  of  instruction  in  
Professional  Semester  II  focused  on:  
• unit  assessment  plans  and  test  blueprints,  
• performance  task  design  and  construction,  
• test  design  and  construction,  
• item  and  test  results  analysis,  
• assessment  data  management,  and    
• communication  of  assessment  results.      
 
Resources  and  Supplementary  Resources:  
 
The  following  required  resource  is  available  at  the  University  Bookstore:  
 
• Chappuis,  J.,  Stiggins,  R.,  Chappuis,  S.  &  Arter,  J.  (2012).  Classroom  assessment  for  student  
learning:  Doing  it  right  –  using  it  well.  Pearson.  
Additional  resources  may  be  posted  on  the  course  Moodle  or  provided  in  class.  

Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  1  of  6    
Instructor:  Richelle  Marynowski  
Course  Overview:  
 
The  Understanding  By  Design  approach  to  planning,  instruction  and  assessment,  described  
by  Wiggins  and  McTighe  (1998),  is  the  theoretical  framework  utilized  in  planning  the  content  
of  the  course.    The  UbD  approach  is  a  variation  of  the  backward  design  model,  which  is  
comprised  of  the  following  three  stages:  
 
1. Identify  desired  results  
2. Determine  acceptable  evidence  
3. Plan  learning  experiences  and  instruction  
 
The  course  overview  is  represented  in  the  organizer  below:  
Stage  1:  Desired  Results  
Understandings   Essential  Questions  
• Students  will  understand  the  purposes  of  classroom  
• What  does  effective  assessment  and  
assessment  and  evaluation  
evaluation  look  like  in  a  classroom?  
• Students  will  understand  the  principles  of  effective  
• What  is  the  relationship  between  
assessment  construction  and  its  uses  in  relation  to  student  
assessment  and  student  learning?  
learning  

Outcomes  
Students  will    
1. Demonstrate  an  applied  understanding  of  assessment  for,  as  and  of  learning  
2. Demonstrate  an  applied  understanding  of  validity  and  its  implications  for  assessment  design  
3. Apply  principles  of  fair  assessment  
4. Analyze  assessment  data  
5. Develop  effective  objective-­‐style  questions  
6. Develop  effective  constructed  response  questions  
7. Construct  valid  and  reliable  summative  assessments  
Stage  2:  Assessment  Evidence  
Summative  Assessment   Formative  Assessment  
• Blueprint  and  Quiz   • Exit  Slips  
• Summative  Quiz   • Quiz  
• Response  to  Readings   • Response  to  Readings  –  Peer  Feedback  
• Unit  Assessment  Plan     • Blueprint  and  Test  Items  –  Peer  Feedback    
• UAP  Defense  Paper   • Unit  Assessment  Plan  –  Peer  Feedback  
Stage  3:  Learning  Experiences  
• Introduction  to  Evaluation   • Data  Analysis    
• Summative  Assessment  Construction   • Unit  Assessment  Planning  
• Item  Construction   • Evaluation  and  Reporting  
Adapted  from  Wiggins,  G.,  &  McTighe,  J.  (1998).  Understanding  by  design.  Alexandria,  VA:  Association  for  Supervision  and  Curriculum  
Development.  
 
 
 
   
Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  2  of  6    
Instructor:  Richelle  Marynowski  
Course  Assessments/Assignments:  
 
Percentage   Letter  Grade   Grade  Point  
The  final  grade  for  Education  3604  is   96-­‐100   A+   4.0  
determined  according  to  the  following   90-­‐95   A   4.0  
table,  used  for  all  modules  in  the  Faculty  of   86-­‐89   A-­‐   3.7  
81-­‐85   B+   3.3  
Education.   76-­‐80   B   3.0  
  71-­‐75   B-­‐   2.7  
Although  a  “C”  represents  a  passing  grade   67-­‐70   C+   2.3  
63-­‐66   C   2.0  
in  any  particular  module,  students  are   60-­‐62   C-­‐   1.7  
required  to  maintain  a  2.5  average  in  their   57-­‐59   D+   1.3  
professional  semesters   53-­‐56   D   1.0  
<52   F   0.0  
 
Evaluation  will  be  based  on  the  following  summative  assessments/assignments,  although  formative  
assessment  opportunities  will  be  made  available  to  allow  students  to  refine  their  work.    Draft  due  
dates  will  allow  students  to  receive  peer  and/or  instructor  feedback  prior  to  final  draft  due  date.  
 
More  detailed  assessment  overviews  will  be  provided  in  class  and  made  available  on  the  course  
Moodle  for  all  assignments.  
 
Blueprint  and  Quiz  Assignment   Draft  for  Peer  Feedback  due  –  January  30  
30%  weighting   Final  Draft  due  –  February  1  
 
Students  will  design  a  test  blueprint  and  construct  a  test/quiz  related  to  outcomes  selected  
by  students.    For  this  assignment,  students  will  work  with  peer  teams  to  provide  formative  
feedback  prior  to  submission  of  final  product.  
 
Response  to  Readings   First  Response  (Formative)  –  January  23    
10%  weighting   Second  Response  (Summative)  –  February  6    
 
Each  week  you  will  be  required  to  complete  readings  in  advance  of  class.    It  is  essential  that  
you  complete  the  readings  prior  to  class  because  they  will  form  the  foundation  for  our  
discussion  and  activities.      
 
Twice  throughout  the  term  you  will  are  expected  to  submit  a  one-­‐page  (single  spaced)  
personal  response  to  the  readings  from  the  course.  Questions  you  can  address  in  your  
reflections  include  (but  are  not  limited  to):  
• What  did  you  identify  as  being  the  key  ideas  in  the  readings?  
• What  aspects  of  the  readings  challenged  your  thinking  about  assessment?  
• What  aspects  of  the  readings  did  you  disagree  with?      
• What  did  the  readings  cause  you  to  think  about  in  relation  to  the  world  of  
assessment?    
 
 

Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  3  of  6    
Instructor:  Richelle  Marynowski  
 Summative  Quiz   February  13  
10%  weighting  
 
This  quiz  will  be  written  in  class  and  will  be  open  source.  It  will  consist  of  selected  response  
questions  that  address  topics  covered  in  class.  
 
 
Unit  Assessment  Plan   Draft  for  Peer  Feedback  due  –  February  27    
15%  weighting   Final  Draft  due  –  March  1    
 
Students  will  synthesize  learning  from  the  course  to  construct  a  unit  assessment  plan  related  
to  their  practicum  assignment.    A  unit  assessment  plan  template  will  be  provided  (and  
utilized  in  seminar  classes),  as  well  as  the  opportunity  for  formative  feedback  for  students.  
This  assignment  will  provide  the  foundation  for  the  unit  assessment  plan  defense  paper.  
 
 
Unit  Assessment  Plan  Defense  Paper   Due  –  February  28    
35%  weighting  
 
The  defense  paper  will  provide  a  rationale  for  the  design  and  development  of  the  unit  
assessment  plan.    This  1000  word  paper  will  make  connections  between  the  design  of  the  
assessment  plan  in  relation  to  the  issues,  topics,  and  perspectives  addressed  in  the  course.    
Students  will  be  expected  to  support  their  defense  with  references  to  literature  and  concepts  
studied  in  the  course,  utilizing  the  template  provided  on  the  course  Moodle.  
 
 
 
Attendance,  Participation  and  Non-­‐Academic  Criteria  
You  are  required  to  attend  all  scheduled  class  meetings  and  workshops  and  to  participate  
fully  in  each  planned  class  activity/discussion.    When  preparation  outside  of  class  is  assigned,  
you  are  expected  to  come  fully  prepared  and  submit  work  that  reflects  a  standard  of  
excellence  in  appearance,  form  and  content.  Educators  are  expected  to  demonstrate  specific  
non-­‐academic  behavior  when  working  with  children,  parents,  classroom  assistants,  
administrators  and  other  professional  personnel  and  student  teachers  are  asked  to  
demonstrate  these  same  behaviors/characteristics.  You  are  expected  to  follow  the  standards  
for  professional  conduct  as  outlined  in  the  Orientation  to  Teaching  Handbook.  
 
 
 
 
 
 

Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  4  of  6    
Instructor:  Richelle  Marynowski  
Course  Alignment  
 
It  is  important  that  students  understand  the  direct  correlation  between  learning  outcomes,  
assessments  and  instruction.      
 
Related   Learning  
Outcome   Summative  Assessment  
KSAs   Focus  
1  -­‐  Demonstrate  an  applied   • UAP  and  Defense  Paper  
• Ongoing  
understanding  of  assessment  for,  as   4,  5,  11   • Response  to  Reading  
• Seminar  1  
and  of  learning   • Summative  Quiz  
• UAP  and  Defense  Paper  
2  -­‐  Demonstrate  an  applied  
• Response  to  Reading  
understanding  of  validity  and  its   4,  5,  11   • Ongoing  
• Summative  Quiz  
implications  for  assessment  design  
• Blueprint  and  Quiz  Assignment  
• UAP  and  Defense  Paper  
3  -­‐  Apply  principles  of  fair   • Response  to  Reading  
5,  11   • Ongoing  
assessment   • Summative  Quiz  
• Blueprint  and  Quiz  Assignment  

4  -­‐  Analyze  assessment  data   1,  11,  15   • Summative  Quiz   • Seminar  4  

5  -­‐  Develop  effective  objective-­‐style  

3,  4,  11   • Blueprint  and  Quiz  Assignment   • Seminars  2,  3  
questions  

6  -­‐  Develop  effective  constructed  

3,  4,  11   • Blueprint  and  Quiz  Assignment   • Seminars  2,  3  
response  questions  

7  -­‐  Construct  valid  and  reliable   • Blueprint  and  Quiz  Assignment  

3,  4,  11   • Seminars  2  -­‐  3  
summative  assessments   • UAP  and  Defense  Paper  

Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  5  of  6    
Instructor:  Richelle  Marynowski  
Course  Schedule  
 
The  course  schedule  is  intended  to  provide  a  long-­‐term  glance  at  the  upcoming  events,  
seminar  topics  and  assignment  due  dates.    This  schedule  is  tentative  and  may  be  adjusted,  as  
determined  collaboratively  by  the  instructor  and  students.  
 
Date   Description   Due/Reading  
Seminar  1  –  Introduction  to  Evaluation  
Thursday,    
• Course  Review  
January  9    
• Confirming  Assessment  of,  for,  as  learning  
 
• Understanding  by  Design  as  a  framework  for  planning  
Thursday,     PSII  Orientation  –  4:00  pm  
January  9   • SU  300  A&B  
Thursday,     Seminar  2  –  Summative  Assessment  Construction     Chapter  4  
January  16   • Test  design  and  development   Formative  Quiz  

Seminar  3  –  Item  Construction   Chapter  5-­‐6  

Thursday,    
• Objective  Style  Questions     Reading  Response  (Formative)  
January  23  
• Constructed  Style  Questions   Due  
Blueprint  and  Quiz  
Thursday,     Seminar  4  –  Data  Analysis  
Assignment  Due  Friday,  
January  30   • Analyzing  assessment  evidence  
January  31  
Thursday,     Seminar  5  –  Unit  Assessment  Planning   Reading  Response  
February  6   • Determining  Acceptable  Evidence   (Summative)  Due  
Seminar  6  –  Unit  Assessment  Planning  
Thursday,    
• Balanced  Assessment  Plans   Summative  Quiz  
February  13  
• Performance  Tasks  
Friday,  
PSII  Orientation  Day  
February  14  

February  17-­‐21   Reading  Week  

Seminar  7  –  Evaluation  and  Reporting   Chapter  9-­‐10  
Thursday,    
• Determining  marks  and  grades   Unit  Assessment  Plan  –  Peer  
February  27  
• Reporting  student  achievement   Feedback    
Thursday,  
Last  Day  of  Classes  
February  27  

Saturday,  
Unit  Assessment  Plan  and  Defense  Paper  due  
March  1  
Monday,  
Practicum  Begins  
March  3  
Thursday,  April  
Culmination  Day  
17  
 
 

Education  3604  –  Evaluation  of  Student  Learning  (Group  E)   Page  6  of  6    
Instructor:  Richelle  Marynowski