ECTS 521 - Assessing Student Progress

(2011 - 2012 Edition)
Last updated on March 28, 2012

Note:  The ECTS prefix changed to an ECTS prefix in fall 2011.

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Contact Information

Instructor:  Donna Shea, M.A.

Office:  College of Education (CE) 321 (Map)

Office Hours:  Tuesdays 2:00 - 5:00 PM and telephone conference by appointment

Office Telephone:  (909) 537-5679

E-mail:  ECTS@verion.net

Year/Quarter:  Fall 2011

Time/days/location:  Time/days/location:  This is a distance learning course with no on-campus meetings.  Contact the instructor for course information and materials.  If you wish, you may attend an optional orientation the first night of class, Thursday, September 22, at 6:00 in CE 108.

Catalog Description

The development and use of evaluation instruments such as written tests, and criterion-referenced and norm-referenced evaluations.  Prerequisite:  501 or its equivalent.  Co requisite:  ECTS 520 or consent of instructor. (4 units)

Course Overview and/or Rationale

ECTS 519 is a required course for the Designated Subjects Teaching Credential, the Bachelor in Arts in Career and Technical Studies (BCTS) Degree and one of the concentrations for the Master in Career and Technical Education (M.A.) Degree. For people with little or no computer background, it is an excellent course to take concurrently with ECTS 501. ECTS 519 offers traditional in-class learning, distance (distributive) learning, and competency documentation options. Scholar's acquire or document computer literacy by demonstrating proficiency in generating various computer documents and written reports. Emphasis is placed on course materials and pedagogicals for a diverse population including English learners. A paperless classroom is modeled through on-line communication and submitting assignment via e-mail. The traditional scholar's will meet weekly according to the calendar below. The due dates apply to all candidates, regardless of chosen option. Distance learners are encouraged to attend the first orientation meeting if possible.

Relevant Professional Standards

Professional Standards are addressed in detail in the Designated Subject Program Document. A copy of that document is posted at:    
                Designated Subjects Professional Standards

Course Goals/Objectives

On completion of this course given reading assignments, class discussions, examples and case studies scholars will:

  1.  Write clear, well focused, positive reinforcement comments for peer evaluation
  2.  Write clear, well focused, constructive criticism comments for peer evaluation
  3.  Apply Bloom's Taxonomy to competency based evaluation
  4.  Discuss appropriate verbs for each level within the three learning domains
  5.  Write clear, specific objectives for each learning level within the three domains
  6.  Write test questions that measure specific objectives
  7.  Develop effective assessment tools for each learning level of the three domains
  8.  Evaluate consistency between objectives and assessment tools
  9.  Develop innovative student centered evaluation activities for competency-based education
10.  Differentiate between validity and reliability of assessment tools
11.  Evaluate assessment tools for validity and reliability
12.  Discuss competency based learning relative to The One Minute Teacher How to Teach Others to Teach Themselves by Spencer Johnson
13.  Demonstrate cooperative work ethics through peer evaluation

Course Requirements

The following is a brief description of the course assignments that satisfy the course objectives.  Scholars should refer to the electronic textbook (E-text) for the specific assignment objectives, assignment discussion, examples, and template before beginning any assignment. 

PI   Personal Information and Memo of Intent
Scholars will write a memo to the instructor following standard memo format.  The memo will state the scholar's current registration status, the option selected for completing ECTS 521, the topic for ECTS 521, the grade the scholar hopes to earn in ECTS 521, and the type of computer and software that will be used to complete and submit assignments.  Scholars e-mail confidential personal contact information including full name, student ID number, mailing address, phone number, work, address, phone number, e-mail, cell phone, Web site (if applicable) and provide the instructor with permission to share scholars e-mail address with the class-at-large.  All information except e-mail will remain confidential and accessible to the instructor only.

CA1  Cognitive Domain Levels 1-3
Scholars will select a topic subject to the instructor's approval.  The same simple topic will be used for all competency assignments (CA) throughout the quarter.  Scholars will write an objective and test question for each of the first three levels of the cognitive domain.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA2  Cognitive Domain Levels 4-6
Using the original topic from CA1 above, scholars will develop three objectives to reflect the higher cognitive learning levels of Bloom's Taxonomy (Levels 4-6).  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA3  Psychomotor Domain Levels 1-4
Scholars will continue to develop their CA1 topic by generating a student-oriented objective and corresponding assessment activity for the first four learning levels of the psychomotor domain.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA4  Psychomotor Domain Levels 5-7
Scholars will adapt their objectives/activities from CA3 for the higher learning levels 5-7 of the psychomotor domain.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA5  Affective Domain Levels 1-3
Scholars will explore the affective domain by developing a student-oriented objective and related activity for assessing the topic from previous assignments.  The objectives should guide the student through learning levels 1-3 of the affective domain.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA6  Affective Domain Levels 4-5
Scholars will further develop their affective domain by adapting their objectives and student-oriented activity for learning levels 4-5 of the affective domain.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

CA7  Validity vs. Reliability
Scholars will select an existing objective and written test question from an actual course they teach or have taken to present to the class for evaluation and discussion.  The selected example should be one in which the majority of the students consistently give an incorrect answer the majority of the time.  The instructor will evaluate the clarity of the objective and agreement of the test question with the objective.  Scholars will the revise the objective and test question by the next class meeting.

WR  Written Report on The One Minute Teacher How to Teach Others to Teach Themselves by Spencer Johnson
Scholars will obtain and read The One Minute Teacher How to Teach Others to Teach Themselves by Spencer Johnson.  Scholars will write a report on how this book relates to competency based education relevant to Bloom's taxonomy and the assignments submitted through out the quarter.  All reports will be submitted to the class-at-large via e-mail for peer review and discussion.

FP  Final Presentation Innovative Assessment Strategy
As a capstone assignment, scholars will apply the skills developed throughout the previous course work to generate an innovative, student-oriented activity to assess an objective of their choice.  The activity should include a lesson plan following the template provided and a Power Point presentation conducting the activity.  Scholars will distribute the lesson plan and slide show to the class-at-large with a report discussing the relevancy of the innovative activity to 521 principles. 

Course Evaluation Plan

All scholar's are expected to perform at a level of "B" or higher.  For this course, any grade less than a "B" is inadequate.  Scholar who meet all criteria of the assignment will receive an "B."  To earn an "A" scholars must actively participate in the on-line class discussion.  Work that does not meet the criteria listed in the assignment description will receive a grade commiserate with the effort demonstrated and returned to the scholar with suggestions for improvement.  Work that is submitted after the due date will not earn the privilege of remediation for full credit.

I do NOT give incompletes.  An incomplete is at the instructor's discretion.  If you are unable to complete the work you should drop the course and complete all necessary paper work by the census date.  No drops will be processes after the census date.  You must either complete the work in a timely manner or you will fail the course.  If you fail, you can re-enroll in a subsequent quarter and challenge the "D" or "F" to receive your most recent grade.  Each assignment, including the final, is worth 10 points, 10% of your grade each.

A "B" grade is expected in all ECTS courses and is the minimum grade accepted by the state for all credential courses.   This means you must accrue a minimum of 89 points.  Less than 89 points will earn a "D" or "F" to ensure the course may be repeated to meet state requirements.

Textbook/Bibliography

The text for this course is the ECTS 521 e-text which can be accessed from my CSUSB Home Page or my CTE Web site  Click on the "Course Syllabi" link and scroll down to locate ECTS 521.  The link for the e-text is in the right column.  Be sure to read all information provided in the e-text, follow all links, and review all examples (where provided) before beginning any assignment.  E-mail the instructor immediately if you have questions or concerns.  Suggestions are always welcome.

The following books are required to complete your assignments.  These two books are available in the Coyote Bookstore or on-line at Amazon (click on link below).  Order them the first week of the quarter with priority delivery so you can reference them for your assignments.  They must be purchased immediately upon registration as reading assignments are due the first week of class.  If you order by mail request priority or overnight shipping.  Books must be read prior to the scheduled discussion date in the course calendar below.  Failure to obtain and read the books before the scheduled discussion date will not constitute a valid reason for failing to submit the report on time and actively participate in the discussion. No excuses will be accepted.

The One Minute Teacher How to Teach Others to Teach Themselves by Spencer Johnson.
 

Optional

Writing Instructional Objectives for Teaching and Assessment by Norman E. Gronlund.

REFERENCE LINKS

OWL - On-line Writing Lab
The APA Guide
 

Course Policies 

ATTENDANCE

This is an on-line course.  There are no on-campus meetings.  Attendance for this course constitutes completing all coursework on or before midnight of the due date and actively participating in on-line class activities.  Scholars should read the syllabus and e-text for orientation to course materials and requirements within 2 days of registering for the course.  E-mail the instructor immediately regarding problems, concerns, or questions.  You can not e-mail too soon or too often.  E-mail will be answered within two business days and assignments will be graded and returned with feedback within one week of the due date (not the submission date).  If you fail to receive a reply within that time, e-mail again.   During the first three weeks, until census date, e-mail replies may be slightly slower due to facilitating scholars' registration.  Your understanding and patience is appreciated.

ACADEMIC HONESTY

California State University, San Bernardino has a zero tolerance for plagiarism and academic dishonesty.  A scholar who commits an act of dishonesty will receive a failing grade and be reported to university officials.  Scholars do not cheat, use another scholars work in place of their own, or knowingly assist another to do so.  Also, unauthorized access to or changing grades on an assignment or examination is unacceptable.

SCHOLAR  EXPECTATIONS

To be successful in this course, the scholar will:

• Follow oral and written instructions precisely.
• Read all course material in the syllabus, assignment books, and in the E-text. 
• Participate in all class activities.
• Successfully complete all assigned activities on or before the due date.
• Display a positive attitude.
• Demonstrate self-discipline and motivation.
• Possess or develop basic microcomputer literacy.
• Demonstrate a problem solving approach to course work.

COMMITMENT TO DIVERSITY

In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience.  In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community.  Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age. (from the CSU San Bernardino University Diversity Committee Statement of Commitment to Diversity, 1995)

In keeping with the university’s Commitment to Diversity, the faculty of the College of Education fully support the Americans with Disabilities Act (ADA).  Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodation.

If you require assistance in the event of an emergency, you are advised to establish a buddy system with a buddy and an alternate buddy in the class. Individuals with disabilities should prepare for an emergency ahead of time by instructing a classmate and the instructor.

Course Calendar