Syllabus


 * Syllabus **
 * Syllabus

Conceptual Framework Outcomes: Knowledge, Diversity, Leadership, Reflection, Communication, Technology Graduate Studies Theme: To prepare knowledgeable, caring, reflective practitioners to facilitate learning for all students in a diverse and technological society

McDANIEL COLLEGE
CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment Rising Sun Middle School Tuesday ‑ 4:30 p.m. to 9:00 p.m.    Fall Semester 2011 (October 26 - December 13) INSTRUCTOR: Cynthia C. Fitzpatrick, MEd Work 410-996-6040 Cell 610-496-3830 cfitzpatrick@mcdaniel.edu or cfitzpatrick@ccps.org = COURSE DESCRIPTION =

This course engages learners in evaluating and developing a comprehensive, valid and reliable assessment system to monitor student progress towards long term curricular outcomes and standards. Participants use selected response, essay/brief constructed response, performance and personal communications methods to design strategies that facilitate and assess student learning. Emphasis is placed on needs assessment including analysis of available data, collection and integration of formative and summative data and engagement of stakeholders, including students, in planning and decision making.

= DIVERSITY =

The Education Department at McDaniel College defines diversity as it impacts teaching and learning as “differences, or variety, among groups of people based on a range and combination of backgrounds and histories related to ethnicity, race, gender, language, socioeconomic status, sexual orientation, disability, geographical area, religious background, and exceptionalities in learning.” **The department is committed to addressing diversity in curriculum, instruction, assessment, and interpersonal relations.**

OBJECTIVES This course supports the achievement of the McDaniel College Conceptual Framework Outcomes (CFO), Curriculum and Instruction Program Outcomes (CIPO), Educational Leadership Constituent Council (ELCC), Maryland Instructional Leadership Framework (MILF), and the National Board of Professional Teaching Standards (NBPTS).


 * Achievement Targets (Intended Learner Outcomes) for CUR 509 **

Participants will: 1. Demonstrate skill at providing clear and appropriate learning targets. (CFO 1-5, CIPO 1, 4, 6, ELCC 2, MILF 3, 5, NBPTS 1-5) 2. Demonstrate skill in using the four methods of assessments appropriately (selected response, essay, personal communication and performance). (CFO 1-5, CIPO 4, 6, 8, ELCC 2, MILF 3, 5, NBPTS 1-5) 3. Demonstrate skill in adapting assessments to meet the needs of diverse learners. (CFO 1-5, CIPO 8, ELCC 4, MILF 3, 5, NBPTS 1-5) 4. Demonstrate the ability to develop a comprehensive assessment plan for the formative and summative assessment of student learning of an appropriate set of achievement targets for a complete course or an extended unit of study. (CFO 1-5, CIPO 1-8, ELCC 2, MILF 3, 5, NBPTS 1-5) 5. Develop plans to involve students in the assessment process. (CFO 1-5, CIPO 3-6, ELCC 2, MILF 3, 5, NBPTS 1-5)

6. Determine fair grading plans that facilitate the summation of evidence of achievement for each student for each outcome or target. (CFO 1-5, CIPO 6, ELCC 2, MILF 3, 5, NBPTS 1-5) 7. Explain to parents what students will learn. Include what evidence they are expected to provide to demonstrate their quality of achievement, how that evidence will be summarized for a grade on a report card, and how parents can be involved in the process. (CFO 1-6, CIPO 3, 7, ELCC 4, MILF 3, 5, NBPTS 1-5) 8. Determine effective ways of using technology in the assessment process. (CFO 1-6, CIPO, 7, ELCC 2, MILF 6, NBPTS 1-5)

9. Examine personal strengths as an assessor and determine plans for personal improvement. (CFO 1-5, CIPO 2, ELCC 2, MILF 3, 5, NBPTS 1-5)

= = = COURSE TEXT(s) =

Stiggins, R. (2008). An Introduction to //Student-Involved Assessment for Learning, Sixth Edition//. Upper Saddle River, New Jersey: Pearson Education, Inc. = = Other readings as assigned. = =

ABSENCE AND TARDY POLICY

Candidates are expected to attend each class period. Absence or repeated tardiness will result in a drop of the candidate’s overall grade. Any candidate registered for overlapping classes must drop one of the classes immediately. The attendance policy as written in the Candidate Handbook is as follows:
 * 1) Candidates may not enroll in courses which have overlapping class meeting times since instructors will not negotiate or accommodate missed class time.
 * 2) It is each candidate’s responsibility to check dates and items for scheduled class to avoid any overlap. This overlap includes scheduled make-up dates for missed classes.
 * 3) Instructors are not responsible for accommodating absences of any kind. This includes the provisions to make up assignments completed during the time that candidates are absent.
 * 4) Should it be absolutely necessary for candidates to miss class, it is the candidate’s responsibility to deal with the consequences not the instructor’s responsibility.
 * 5) Instructors should be notified as soon as possible of necessary absences so the instructor can plan the class accordingly.

REQUEST FOR ACCOMMODATIONS

McDaniel College, in accordance with the Americans With Disabilities Act of 1990 (ADA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable accommodations for eligible students with disabilities. If you require special assistance, please see me privately and/or you may seek assistance directly from the Student Academic Support Services Office (SASS) on the first floor of the Academic Building (410-857-2504). You are responsible for initiating arrangements for accommodations for tests and other assignments in collaboration with the SASS Office and me.

= GRADING POLICY =

Grades will be determined on a point system. Assignments include a summary of your personal reflections regarding assessment practices you will continue, start and change/stop, a parent letter, Assessment “Make-Over” assignment, and group presentation. Attendance is an indicator for course outcomes and is a factor in the final course evaluation. Additional indicators for course outcomes include completing all tasks on-time and fully participating during class group and individual activities. All assignments must be presented to the instructor on or before the due date. Late assignments will have points deducted.

= COURSE REQUIREMENTS =

Assignments


 * 1. Parent Communication Letter (15 points) **

Develop a letter for a specific unit to be available to parents electronically that communicates the unit’s learning targets (what their child is expected to know, understand and be able to do by the end of the unit), how their child will be assessed throughout the unit and what roles parents can play to help students be successful. Be sure to consider:


 * How you will communicate the targets
 * The variety of ways their child will be evaluated
 * The role you are expecting of the parents

// Scoring Guide: (15 points total) //
 * Clearly communicates the learning targets--what is to be learned by the end of the unit. (5 points)
 * Clearly communicates how you will assess student success of the learning targets. You must use a variety of assessments. (5 points)
 * Invites parents to participate meaningfully in the learning process in a clearly understood and professional manner. (5 points)


 * 2. Summary of Personal Reflections (15 points) **

Throughout the course you will reflect on current assessment practices you are using in your daily practice. As a result of classroom discussions and readings you will complete an on-going personal reflection log regarding what assessment practices you will continue, start and change/stop. You will use this information to write a summary about your “new” philosophy of classroom assessment. Your summary will include assessment practices you will continue, start and change/stop based on information learned during this course.

// Scoring Guide: (15 points) //
 * Discuss the classroom assessment practices you will change and why.
 * Discuss the classroom practices you will start and why.
 * Discuss the classroom practices you will change/stop.
 * Your justification must be based in information learned during class discussions and readings.

Each student will be required to work with a small group to present the information in an assigned chapter to the rest of the class. // Scoring Guide (40 points) // The presentation should: The purpose of this project is to take an assessment you (or someone else) currently use(s) and give it a “make-over”. This assignment is a concrete application of concepts covered in the course. This assignment can be approached from an individual perspective, or you can choose to work with a partner or small group. Rationales for the assessment you choose may have to do with a mismatch of standard or achievement target with method of assessment, a lack of clarity, or a misalignment of the curriculum or instruction with the assessment. In short, use this assignment to reflect on and revise an assessment that has failed to deliver what you had hoped it would – a clear representation of your students’ understanding of a concept, an aid in developing future instruction, or a way to benefit your students’ learning. The assessment you choose doesn’t need to be a large project or unit test, even a small selection of informal assessments such as exit tickets could be meaningful. If you have no current “classroom access”, you can partner with someone who does, or use an assessment from another source, such as one you had to take yourself, your child’s, one you found on-line, etc. We may (if time allows) share with the class (informally in a small group) your “before” and “after” assessments, as well as your rationale for your selection, your path to creating the new assessment, and if possible, what you found out after you administered your “made-over” assessment. Attempt to integrate information from the text, supplemental readings, class discussions, etc. into your rationale and resulting new and improved assessment.
 * 3. Group Presentation (40 points) **
 * summarize the key points of the chapter, (20 points)
 * include at least one activity that engages the class and encourages active participation, (10 points)
 * create an assessment to assess the class members’ understanding of the key points in the chapter (10 points)
 * integrate technology,
 * be approximately 20-30 minutes.
 * 4. Assessment “Make-Over” Project (20 points) **

// Scoring Guide: (20 points) //

-The project provides an overview of the assessment selected and a rationale for selection. Include which achievement targets or standards you are assessing and some background about the instructional context. (5 points) -The project provides an overview of the steps you took to improve it and the resulting “new” assessment. (5 points) -The project provides an opportunity for the instructor to see student work (either “before” or “after” products or both). If student work is not available or obtainable, briefly predict how the “made-over” assessment might benefit student learning. (5 points) -The project includes a reflection narrative in which you describe the thinking during the process and connects this reflection to course content--minimum 2 "connections". (5 points)

Some students in this class may not currently be in a classroom-type setting. That is why this project might be approached in a paired or group manner. If your own classroom is not the “lab” for this project, you will need to work closely with your partner/group in order to determine an assessment to focus on, review student work, collaborate on assessment revisions, and prepare the new assessment. Other options could include actually observing in the classroom during the administration of the assessment, helping to score/grade/provide feedback to students after the assessment, or doing some researching/interviewing of other stakeholders involved in this specific assessment process, such as the students themselves.

There are a total of 90 points on assignments and assessments/projects. In addition to the 90 points, a student will receive __ten (10) points for class attendance and participation.__ **Note that attendance and participation points are negatively affected by discourteous and non-professional behavior such as: arriving to class late, texting, checking cell messages, checking email, grading papers, etc. during class time. If the instructor determines a student’s “professional dispositions” are in question, the instructor is required to meet with the student and then submit a “concern form” to the C&I coordinator.**

The total number of points for the class is 100 points. Assignments will be graded each week by the instructor and returned to the student as promptly as possible.


 * ** GRADING SCALE ** || A 95-100 || B+ 87-89 || C 70-79 ||
 * ^  || A- 90-94 || B 83-86 || D 60-69 ||
 * ^  ||   || B- 80-82 ||   ||

GPS POLICY ON PROFESSIONAL ETHICS AND STANDARDS = = GPS expects students to understand economic, legal, and social issues surrounding the use of information. GPS students will access and use information ethically and legally. Plagiarism, cheating in coursework, appropriating intellectual property (including internet sources), or misusing library or department materials (including data bases) or lending privileges are examples of unethical and in some cases, illegal behavior.

The faculty, staff, and administration of GPS recognize that professional ethics and standards may vary from one discipline to another. Additionally, because dissemination of information is constantly evolving, ethics and standards may not always be clear. Programs in GPS are committed to providing students with the requisite knowledge to meet expectations of professional ethics and standards. The faculty, staff, and administration of GPS also recognize that ethical infractions vary in degree and kind. Demonstrably unintentional violations should result in different 9and less severe) consequences than those for intentional misconduct or for repeated violations. Consequently, depending on the nature of the violation, sanctions range from minimal to dismissal from the program.

ACADEMIC INTEGRITY

Students are expected to do their own academic work and submit original work. Where resources and sources of information are used, credit must be given to the original source using the guidelines of the program’s professional affiliation.

Dishonesty in academic work, including but not limited to cheating, academic misconduct, fabrication, or plagiarism is unacceptable. Deliberate plagiarism as well and unintentional plagiarism is a serious issue. Additionally, unauthorized multiple submission of academic work is subject to the same penalties as plagiarism. We advise students not to lend or share previous course work with other students, as this could lead to work being used by others for academic advantage. In this situation, the original owner of the course work may be liable for academic action regardless of his/her knowledge or lack of the other student’s intent.

Any form of cheating, which includes plagiarism or collusion, should be reported to the program coordinator and Dean of Graduate and Professional Studies. Students who are aware of academic dishonesty as well as instructors are expected to report their observations.

Please see “GPS Policy on Professional Ethics and Standards” under “Course Documents” on our class Blackboard site for further details about the disciplinary actions taken after violations occur, as well as a link to a 10 minute interactive tutorial about how to avoid plagiarism. = = = BIBLIOGRAPHY =

Stiggins, R. (2008). An Introduction to //Student-Involved Assessment for Learning, Sixth Edition//. Upper Saddle River, New Jersey: Pearson Education, Inc.

CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment Tuesday ‑ 4:30 p.m. to 9:00 p.m.   Fall Semester 2011 (October 26 - December 13, 2011)
 * McDaniel College**

Chapter(s) ||  Assignments and Due Dates  || Oct. 26 || Understanding the teacher’s classroom assessment responsibilities ||  1  || -Fill in Personal Reflection Chart for Chapter 1 Nov. 1 || Understanding assessment users and uses: assessment OF and FOR learning ||  2  || -Fill in Personal Reflection Chart for Chapter 2 || Nov.8 || Achievement expectations as the basis of sound assessment ||  3  || -Fill in Personal Reflection Chart for Chapter 3 || Nov. 15 || Connecting assessment methods to the contexts in which they are to be used; paper and pencil assessment: selected response ||  4 & 5 || -Fill in Personal Reflection Chart for Chapter 4 & 5 Nov 22 || On-line || ||   || Nov 29 || The subjective methods: essay and performance assessment ||  6 & 7  || -Fill in Personal Reflection Chart for Chapter 6 & 7 Dec. 6 || Personal communication as assessment; assessing dispositions ||  8 & 9  || ** **DUE-Summary of Personal Reflection ** Dec. 13 || Information management in assessment OF and FOR learning environments ||  10  || ** **DUE-Assessment “Make-Over” Project ** ||
 * CLASS SCHEDULE AND DUE DATES **
 * Week ||  Focus of Instruction  ||  Book
 * 1
 * **For next week’s class bring a unit that you would like to improve ** ||
 * 2
 * 3
 * 4
 * **DUE-Parent Communication Letter **
 * **DUE-Group Presentation Chapter 5 ** ||
 * 5
 * 6
 * **DUE-Group Presentation Chapter 6 **
 * **DUE-Group Presentation Chapter 7 ** ||
 * 7
 * **DUE-Group Presentation Chapter 8 ** ||
 * 8