EDUC 4442 Classroom Management and Evaluation Theory

Syllabus –Spring 06

 

I.          INSTRUCTOR

Dr. Vicki Ferguson, 206b Gary Hall, (405) 574-1253; e-mail: facfergusonv@usao.edu

 

II.        COURSE DESCRIPTION           

Comprehensive study of the theoretical principles and techniques of classroom management and evaluation at elementary and secondary levels.  2 hours.

Prerequisite:  Admission to Teacher Education and completion of 90 hours.

This course is designed to assist teacher candidates in gaining an understanding of the roles and responsibilities of a classroom teacher regarding (1) management of behaviors and resources and (2) evaluation of the teaching/learning process.  The course involves the teacher candidate focusing on various approaches to classroom management and various aspects of evaluation principles as they relate to teacher decision-making. Candidates will develop the foundation of a personal classroom management philosophy to be built upon during student teaching and subsequent years of teaching.  An overview of basic principles of evaluation will be examined with emphasis on the teacher’s role in standardized testing as well as the application of assessment statistics.

 

III.           RATIONALE

Classroom management/discipline has consistently been rated as a problem area in schools today.  Effective teaching involves not only a combination of instructional methodology and content knowledge but also management of resources and student behavior.  Classroom management is both an art and a science, founded on research and theory.  Effective Schools Research has found that students who are on task achieve more than students who are not.  Therefore, the development of effective management and organizational skills is crucial to successful instruction and student achievement. 

Assessment is an everyday, ongoing part of teaching.  Every day in every classroom, teachers make decisions about their pupils= learning and behavior, the success of their instruction, and the classroom climate.  Assessment is a critical component of the instructional process, not a task that is carried out only once in a while to provide grades for report cards.  Assessment techniques are an inevitable part of every teacher=s routine decision making.  Learning about assessment is integral to learning about teaching.

 

IV.              COURSE OUTCOMES

The general goals of the course, Classroom Management and Evaluation Theory, are for the prospective teacher to:

A.         Review some of the variables involved in group processes to better understand classroom behaviors.

B.         Study several leading approaches for establishing a classroom environment conducive to learning.

C.         Study several leading strategies for dealing with persistent behavioral problems.

D.         Understand that there is NO cookbook or any one certain method of effective classroom management and control.  One must, in the final analysis, find one's own way. 

E.         Understand legal requirements and ethical responsibilities when applying management techniques and when collecting or using assessment information

F.         Understand basic assessment principles as they apply to the full range of teacher decision-making;

G.         Examine her\his own values and beliefs about management and evaluation.  "What you believe will be reflected in how you teach."

 

 

V          TEXTBOOK

Charles, C.M. (2005).  Building Classroom Discipline (8th Edition).  Boston:  Pearson – Allyn and Bacon.

Popham, W.J. (2005).  Classroom Assessment:  What Teachers Need to Know (4th Edition).  New York: Pearson – Allyn and Bacon.

 

 

VI.       PROCEDURES

The class meets Mondays for 2 hours for 14 weeks, 3:35-5:35 pm.  Class meetings will be used for lectures/discussion, class activities, assessment exercises, videotapes.  Students are expected to come to class on time and prepared.

 

VII.      CONTRIBUTIONS TO PROGRAM COMPETENCIES

Satisfactory completion of the requirements of this course will contribute to the following General Competencies for Licensure and Certification:

2.             The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.

3.             The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.

5.             The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success.

8.             The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process, ensuring the continuous intellectual, social and physical development of the learner.

9.             The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.

12.           The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development.

13.           The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher.

 

VIII.    COURSE OBJECTIVES

Based on the Popham book, you should be able to:

Chapter 1 – Why Do Teachers Need to Know about Assessment?

1.       Define/explain:  assessment, test, measurement, evaluation, No Child Left Behind (NCLB) Act, Adequate  Yearly Progress (AYP), preassessment, sizing-up assessment, assessment during instruction, formative assessment, summative assessment, informal assessment, formal assessment, high-stakes tests, reliability, validity, absence-of-bias, achievement tests, aptitude tests, standardized test

2.       Discuss and contrast traditional reasons that teachers assess students with current-day reasons that teachers assess students.

3.       Communicate what teachers really need to know about assessment.

4.       Communicate what parents need to know about assessment.

5.       Explain the value of assessment to teachers, students, parents, administrators.

Chapter 2 – Reliability of Assessment

1.       Define/explain:  reliability, stability reliability, test-retest reliability, correlation coefficient, correlation, classification-consistency stability, alternate-form reliability, item response theory, internal consistency reliability, Kuder-Richardson, Cronbach’s coefficient alpha, dichotomous, polytomous, split-half reliability, Spearman-Brown Prophecy formula, standard error of measurement.

2.       Communicate what classroom teachers really need to know about reliability.

3.       Communicate what parents really need to know about reliability.

Chapter 3 – Validity

1.       Define/explain:  validity, assessment domain, sampling strategy, inference, score-based inference, validity argument, content-related evidence of validity, content validity, content standard, external review, criterion-related evidence of validity, criterion variable, construct-related evidence of validity.

2.       Discuss and contrast content-related evidence of validity, criterion-related evidence of validity, construct-related evidence of validity.

3.       Explain the relationship between reliability and validity.

4.       Communicate what classroom teachers really need to know about validity.

5.       Communicate what parents need to know about validity.

Chapter 4 – Absence-of-Bias

1.       Define/explain:  assessment bias, offensive, unfair penalization, disparate impact, absence-of-bias judgment, assessment accommodations, alternate assessments, limited English proficiency (LEP), English language learners (ELL), individualized education program, judgmental approach to bias detection, empirical approach to bias detection.

2.       Detect and eliminate assessment bias.

3.       Communicate what classroom teachers really need to know about absence-of-bias.

4.       Communicate an absence-of-bias to parents.

Chapter 5 – Deciding What to Assess and How to Assess It

1.       Define/explain:  behavioral objectives, instructional objectives, cognitive assessment, affective assessment, psychomotor assessment.  Bloom’s taxonomy of educational objectives, education standards, content standard, academic content standard, performance standard, academic achievement standard, National Assessment of Educational Progress (NAEP), assessment blueprint, cognitive demand, alignment, curriculum-assessment alignment, norm-referenced test interpretations, criterion-referenced test interpretations, norm-referenced measurement, criterion-referenced measurement, selected response assessment, constructed-response assessment, multiple-choice items, short-answer items, performance tests, essay items, portfolio assessment, matching items, binary-choice items.

2.       Discuss the value of aligning curriculum, instruction, and assessment.

3.       Evaluate the appropriateness of Oklahoma NCLB tests.

4.       Identify what classroom teachers should assess.

5.       Distinguish between higher level and lower level educational objectives.

6.       Explain the use of Bloom’s taxonomy in developing objectives.

7.       Describe various assessment possibilities: criterion-referenced vs norm-referenced approaches, selected-response vs constructed-response assessment schemes, paper-and-pencil vs performance vs portfolio

8.       Communicate what classroom teachers really need to know about what to assess and how to assess it.

9.       Communicate to parents decisions regarding instructional, curriculum, and assessment decision.

Chapter 13 – Making Sense Out of Standardized Test Scores 

1.       Define/explain:  standardized test, measures of central tendency, mean, median, mode, raw score, measures of dispersion, measures of variability, range, standard deviation, quartile deviation, distribution, deviation scores, norm group, percentile, grade-equivalent score, scale scores, item response theory, norm-referenced standardized test results, criterion-referenced standardized test results, stanine, test battery, percentile bands, normal curve, quartile deviation, correlation, Standard Objective Performance Indicator (SOPI), Oklahoma Performance Index (OPI), performance levels, Oklahoma Core Curriculum Tests (OCCT).

2.       Recall the approximate percentages falling between standard deviation units in the normal curve.

3.       Interpret scatter plots as to strength, direction, and meaning.

4.       Interpret commercial standardized test score reports.

5.       Compare/contrast norm-referenced vs criteria-referenced standardized test interpretations; ‘average’ vs ‘satisfactory’

6.       Describe Oklahoma’s current NCLB testing procedures.

7.       Communicate what classroom teachers really need to know about interpreting standardized test scores.

8.       Communicate the meaning of standardized test scores to students and parents.

Chapter 14 – Appropriate and Inappropriate Test Preparation Practices

1.       Define/explain:  high-stakes tests, professional ethics guideline, educational defensibility guideline, previous-form preparation, current-form preparation, generalized test-taking preparation, same-format preparation, varied-format preparation, teaching to the test, teaching the test

2.       Describe appropriate test preparation practices.

3.       Compare test preparation practices with professional ethics and educational defensibility guidelines.

4.       Communicate what classroom teachers really need to know about test-preparation practices.

Chapter 15 – Evaluating Teaching and Grading Students

1.       Define/explain:  evaluation, grading, formative evaluation, summative evaluation, pretest, posttest, value added, regression effect, pretest-versus-posttest evaluation design, blind scoring, numerical grading system, verbal descriptors, absolute grading, relative grading, aptitude-based grading, pass/fail grading, hodgepodge grades, report cards, interim reports, parent/teacher conferences, student led conferences,

2.       Describe how instruction can be evaluated through the use of assessment data.

3.       Describe how instruction can be evaluated through the use of standardized achievement tests [note:  instruction ≠ learning].

4.       Evaluate the practice of judging instruction based on standardized test results.

5.       Describe factors that contribute to a student’s scores on standardized achievement tests.

6.       Communicate what classroom teachers really need to know about assessment-based evaluation of teaching and grading of students.

7.       Communicate, in a variety of forms, student progress from instruction to students and parents.

 

Based on the Charles book, you should be able to:

1.   Define misbehavior, discipline, classroom management, ethics of instruction, and professionalism.

2.  Describe the primary issues involved in successful classroom management.

3.   Identify the major contributions of pioneers in classroom management:

      Redl and Wattenberg, Skinner, Kounin, Ginott, Dreikurs, and Gordon.

5.       Identify contributions and principal teachings of the following theorists as they pertain to classroom management:  Lee and Marlene Canter, Fred Jones, William Glasser, Marvin Marshall, Nelsen/Lott/Glenn, Curwin/Mendler, Barbara Coloroso, Budd Churchward, Kagan/Kyle/Scott, Linda Albert, C.M. Charles, Alfie Kohn, and Jim Fay.

6.       Begin to synthesize a personally effective discipline plan for classroom use.

Other

1.       Briefly summarize each of the seven provisions of the Buckley Amendment.

2.   Compare and contrast several discipline approaches ranging from authoritarian to indulgent and their effect on classroom climate learning.

3.   Discuss and explain ways to effect behavior change.

4.   Given a problem in discipline, decide the behavior to be changed and explain how the change can be attained.

5.   Given a problem in discipline, design strategies to maintain desirable behavior.

6.   Explain the role of reward and punishment and how it effects behavior change.

7.   Identify discipline techniques which will be most successful in a specific classroom setting.

8.   Develop and explain the implementation of a social contract system for a specific classroom.

 

IX.       COURSE REQUIREMENTS

Each student:

A.         Is to attend class each day that it meets.

B.         Is to read the designated chapters in the textbooks.

D.         Is to complete and present in written form the following projects:

1.         Maintain a loose-leaf notebook with clearly marked sections for (1) Management notes/papers, (2) Assessment notes/papers, (3) weekly journal entries identifying specific management and assessment concepts in anticipation of future personal application, (4) other (35 points)

2.         Submit your own Portfolio for evaluation (50 points total).

3.         Interpret a standardized, norm-referenced test of student achievement (20 points).  (SDE Competencies 8, 9, and 13)

4.         Complete an exercise on basic statistics used in education (25 points).  (SDE Competency 8)

5.         Interpret results of a standardized, criterion-referenced test of student achievement (20 points).  (SDE Competencies 8, 9, 13).

6.         Collaboratively prepare and participate in an activity involving classroom management theorists (50 points); poster required.

            7.         Complete analysis questions and activities regarding various theories of behavioral management and aspects of assessment (points vary). (Addresses SDE competencies 2,3,5,8,9,12)

E.         Will complete two written examinations (150 points each).  These exams will measure the specific objectives listed in the textbooks and those in part VII of the course syllabus.

 

X.         EVALUATION CRITERIA

The following factors will be considered in assigning final grades:

A.         The instructor’s judgment in terms of the overall quality, scope, and understanding of the student=s oral and written work (i.e., the assignments are well organized with substantial and correct content and have an overall neat and professional appearance or presentation).

B.         Points accumulated on the assessment exercises listed under Section IX above.

C.         Scores on two exams (300 points).

D.         Regularity and promptness of attendance in class and participation in the activities of the group (30 points).

 

Letter grades will be assigned as follows:

90%-100%. . A        80%-89%. . B                70%-79%.. . .C              60%-69%. .  D              <60%.. . .F

 

XI.       POLICY STATEMENTS

Students are expected to turn in assignments and take tests on time.  Any assignment turned in late will be lowered by 20 percent; no credit will be given for assignments turned in more than a week late.

 

Attendance - Attendance will be a factor in determining the student’s final grade for the course.  Students who are not attending class regularly should officially drop the course before the last day to withdraw without receiving a WF.  In case of absence from class it is the student's responsibility to determine what was missed and make arrangements for any makeup work.

 

Make-up Tests:  Students will be allowed to make up exams only when arrangements have been made in advance.  Make-up exams differ in format from the regular exam.

 

Incomplete: the grade of  ‘I’  is given for work that is incomplete at the time grades are awarded.   It is given only after the student establishes with the instructor that his/her work is incomplete for good cause.  It is the responsibility of the student to make up any incomplete work and request the instructor to submit a grade change to the Registrar.  If this is not done within nine weeks of the subsequent trimester, the incomplete will be changed to the grade that the total points indicate.

 

Any student who has a disability that may prevent him/her from fully demonstrating his/her abilities in this course should contact the instructor the first week of classes to determine what accommodations may be necessary to facilitate full participation and educational benefit for that student.

 

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