Faculty of Education

Graduate Studies Program

04.706 (NET) Theory & Practice of Standardized Assessment

Spring 2018 – Both Terms

Instructor Name: Dr. Karen Ott VandeKamp, Ph.D.

Office #: 221
Telephone: N/A
Email: [email protected]

Course Description:

04.706 (3) Theory & Practice of Standardized Assessment

This course will emphasize the development, selection, and use of standardized
assessment in education programs. Credit cannot be held for both this course and
04.506.

3 lecture hours per week, both terms.

Format: A distance delivery (technology-mediated) format will be used in which active

online participation by students is invited and encouraged. Instructional arrangements to
deliver the course content will be through Brandon University online (Zoom platform).

Prerequisite: Approval of Chair of the Graduate Studies Department, Faculty of

Education.

Course Dates: May 7 – June 21, 2018

Course Objectives: In this course, students will become familiar with practical, applied
approaches to measurement and testing, including how educational practitioners can
use evaluation as part of instruction. The topics highlight the essentials of what teachers
need to know in order to include assessment in the learning and teaching process.
Students will examine the assessment process, understand assessment skills and
concepts, and consider how to assess performance in a variety of domains (intellectual
functioning, adaptive behaviour, development, language, behaviour, and
career/vocational). They will also examine methods, strategies, and tools for assessing
general academic achievement, as well as the specific areas of reading, mathematics,
and written expression. Students will reflect on the tools, techniques, and procedures
that are foundational to educational assessment. Current educational tests, as well as
curriculum-based measurement/assessment, will be reviewed. Multicultural
considerations will be identified. Students will also examine the role of special education
team members in the assessment of individuals with exceptional learning needs, as well
as how parents, students, and teachers view the special education assessment
process. An important focus of this course will be the application of assessment
knowledge to individuals demonstrating a wide range of exceptional learning needs.

Required Texts & References:

Venn, J.J. (2014). Assessing Students with Special Needs, 5 th Ed. Toronto, ON, CAN:
Pearson Prentice Hall. ISBN-10: 0133400026  ISBN-13: 9780133400021

http://catalogue.pearsoned.ca/educator/product/Assessing-Students-with-Special-
Needs-LooseLeaf-Version-with-Pearson-eText-Access-Card-
Package/9780133400021.page

Additional Resources (internet links):

Province of Manitoba Resources:

Rethinking Classroom Assessment with Purpose in Mind

www.edu.gov.mb.ca/k12/assess/wncp/index.html

Interpreting and Using Results from Provincial Tests and Assessments

www.edu.gov.mb.ca/k12/assess/support/results/interpreting.pdf

Communicating Student Learning: Guidelines for Schools

www.edu.gov.mb.ca/k12/assess/docs/csl/csl_doc.pdf

Healthy Child Early Development Instrument (EDI) Resources

www.gov.mb.ca/healthychild/edi/resources.html

Other Resources:

Buros Institute of Mental Measurements

www.unl.edu/buros

Canadians with Disabilities Act

http://www.disabilitypolicyalliance.ca/federal-disability-policy/canadians-with-disabilities-
act.html

Curriculum-Based Measurement
www.jimwrightonline.com/pdfdocs/cbaManual.pdf
Ethics in Assessment
www.ericdigests.org/1996-3/in.htm

Legal Considerations and AT in the Educational Setting in Canada

https://snow.idrc.ocadu.ca/node/220

Peer and Self-Assessment in High Schools

http://pareonline.net/pdf/v10n17.pdf

Principles for Fair Student Assessment Practices for Education in Canada

http://www.crame.ualberta.ca/files/eng_prin.pdf

Standards for Educational and Psychological Testing

en.wikipedia.org/wiki/Standards_for_Educational_and_Psychological_Testing#Overview
_of_organization_and_content

Course Assignments (APA version 6.0 required):

1. Quizzes (30% of the total grade)

Students must complete 15 online quizzes for each of the chapters in the Venn
textbook. Each online quiz is worth 2% for a total of 30 marks. All online quizzes
must be completed and passed by the final day of classes. A minimum passing
grade for each chapter is 70%.

2. Reflection/Reaction Papers (30% of the total grade)

Students must complete three reflection assignments during the course. These brief
reactions to text readings (i.e., approximately a full page typed), should be clearly
relevant to the coursework, but do not need to be comprehensive in scope (e.g., you
can “react” to just one issue or topic). The reaction paper should be a reflection of
what you think of the material, how you would use the information, and what you
have experienced in relation to the topic. Each reflection exercise will be worth ten
points towards the final grade (3 x 10% = 30% of the final grade for the course). All
three reflection/reaction papers must be submitted electronically by the final day of
classes: June 21, 2018.

3. Synthesis Assignment (40% of the total grade)

Students have three possible options for the final synthesis assignment: (1) a
scholarly paper, (2) a professional poster presentation, or (3) an annotated
bibliography. Please submit your paper/poster session/annotated bibliography topic
for approval by 14, 2018. The final copy of the synthesis assignment must be
submitted electronically by the final day of classes: June 21, 2018.

Select one of the following three options for your synthesis assignment:

A. Academic Paper. Students will prepare a 10-page academic paper on a topic

that is relevant to the assessment of individuals with special needs. Students
should base the content of the academic paper on at least ten carefully selected
 sources of information (e.g., scholarly articles, book chapters, provincial
documents, web resources).

The paper will be double-spaced and use 12-point font. The body of the paper
will be ten pages, double-spaced, 1 inch margins. The paper will be prepared as
a MS Word document or pdf file.

Formatting of the academic paper will be in accordance with the rules outlines in
the sixth edition of the APA Publication Manual.

Students will upload their academic paper to the course web site for grading. The
paper must be of a publishable quality.

B. Electronic Poster Session. Using PowerPoint, students will prepare a poster

session consisting of a title slide plus 12 slides of content. The poster session
must be visually appealing and capture key points about one particular (student-
chosen) topic. The topic must be scholarly and significant to the assessment of
students with special needs.

In addition to the PowerPoint slides, students will prepare a reference page in

Microsoft Word (entries must be formatted in APA style, 6th edition).

Students should base the content of the electronic poster presentation on at

least ten carefully selected sources of information (e.g., scholarly articles, book
chapters, provincial documents, web resources).

In preparing the poster session, students must ensure that the content of their
PowerPoint slides is connected to their reference list. One strategy is to number
each entry on the reference list and then use superscript numerals on the slides
to connect the content of the e-poster to the reference sources. Another option is
to include the APA citation on each slide (use a small font size for the citations so
that the slides do not look cluttered).

Students will upload their electronic poster assignment to the course website by
the final day of class (i.e., June 21, 2018) for grading. The electronic poster must
be high quality and suitable for presentation at a professional meeting.

C. Annotated Bibliography. At the end of the term, an annotated bibliography on

assessment and evaluation of students with special education needs is due. This
is a formal bibliography that includes citations of sources with summary and
evaluation information for each source. The assignment should be typed and
double-spaced. Students will research a special education assessment and
evaluation topic using multiple sources. You may use your text to help you
narrow your ideas and begin to find resources. A minimum of ten sources should
be used with no more than four coming directly from a website (using the
computer to find articles is not considered a web source). Only one book or
encyclopedia may be used as a cited source of the ten. You must use the APA
(6th edition) citation format throughout the paper. The emphasis is on finding
accurate, reliable sources and providing a clear summary and evaluation for
 each source. Examples of topics for your annotated bibliography include:
assessment considerations for students who are Indigenous, EAL (English as an
additional language learners), assessment of students with complex physical
needs, assessment of gifted and talented learners, etc.

Course Grade Evaluation:

-Minimum grade requirement for graduate program: B
-Grade Equivalencies: A+ 96-100 B- 70-74
A 90-95 C+ 65-69
A- 85-89 C 60-64
B+ 80-84 C- 55-59
B 75-79 D 50-54
F Under 50%

Academic dishonesty will cancel out all the calculations above and result in a
final grade of F-AD (Fail-Academic Dishonesty)
(refer to the Graduate Calendar, section 3.9: Academic Dishonesty and Misconduct)

Instructor / Course Evaluation:

The anonymous course evaluations will be completed online. All students are expected
to complete the evaluation. Dates of the evaluation will be communicated by the
instructor through the Graduate Studies Office.

Refer to the Zoom course web site for the course schedule. The course commences on
May 7 and concludes on June 21, 2018.

Instructor suggestions for getting the most out of the course:

1. Steady participation in the course is assumed.

2. In order to obtain credit for the course, all course requirements must be
completed.

3. Students are advised to review the regulations published in the current graduate
calendar. Of special interest will be the regulations regarding “Academic
Integrity”. Class participants with special needs are urged to discuss them with
the instructor.

4. Respectful language and behaviour from class participants (and the instructor) is
expected at all times.

Attendance at Lectures and Practical Work:

(Refer to the Graduate Calendar, section 3.7.1.)
1. All students are expected to be regular in their attendance at lectures and labs.
While attendance per se will not be considered assessing the final grade, it
should be noted that in courses participation in class activities may be required.
2. For limited enrolment courses, students who are registered but do not attend the
first three classes or notify the instructor that they intend to attend may have their
registration cancelled in favour of someone else wishing to register for the
course.
 3. Students who are unable to attend a scheduled instruction period because of
illness, disability, or domestic affliction should inform the instructor concerned as
soon as possible.

Support and Accommodations

Brandon University values diversity and inclusion, recognizing disability as an aspect of

diversity. Our shared goal is to create learning environments that are accessible, equitable,
safe, and inclusive for all students.

Counselling Support

Counselling services are available for all Brandon University students. Please contact the
counsellors in the Student Services Department at 204-727-9737 or visit Room 102 A.E.
McKenzie Building during regular business hours to make an appointment.

Brandon University students also have off-campus access to counselling services through
their Health Care plan. To access this service contact BUSU at (204) 727-7314 or by email at
[email protected]. Additionally, teachers working in Manitoba have access to counselling
services through the Manitoba Teachers’ Society. To access these services, contact the
Educator Assistance Program at 1-800-378-8811. Please also consider adding the I.M. Well
app. to your phone for a more detailed list of supports and services for Brandon University
students.

Student Accessibility Services

The Student Accessibility Services (SAS) office works with students who have permanent,
chronic, or temporary disabilities. SAS will provide and/or arrange for reasonable
accommodations. If you have, or think you may have, a disability (e.g. mental health,
attentional, learning, vision, hearing, physical, medical, or temporary), you are invited to
contact Student Accessibility Services to arrange a confidential discussion at (204) 727-9759
or email [email protected]. If you are registered with SAS and have a letter
requesting accommodations, you are encouraged to contact the instructor early in the term
to discuss the accommodations outlined in your letter. Additional information is available at
the Student Accessibility Services website.

Reminder: please save this course outline, as for those students who
are pursuing the course route for their Master of Education program,
you will require this for use in your final course: 07.750 Graduate
Summative Seminar. We also recommend for each student to write a
reflection upon completion of each graduate course, so as to best
prepare themselves for the 07.750 Graduate Summative Seminar.