CLASSROOM RESEARCH AND ASSESSMENT: ECI 619
OLD DOMINION UNIVERSITY, FALL 2006
Instructor: Shana Pribesh Office: Rm. 168-1, Education Building
Office Hours: Tuesday 10-12, Wednesday 1-4, Thursday 10-12
Contact information: 683-6684 (my office); 683-3283 (dept office, Room 145), spribesh@odu.edu (e-mail)
Texts:
1st part of course
McMillan, James H. (2004). Educational Research: Fundamentals for the consumer. (4th Edition). Boston, MA: Pearson Education Inc.
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ISBN 0-205372473 |
2nd part of course
Stiggins, R. J. (2005). Student involved assessment for learning. (4th edition). Upper Saddle River, New Jersey: Prentice Hall.
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ISBN 0-131183494 |
Old Dominion University’s major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds and attitudes that reflect commitment to teaching and learning as well as lifelong professional growth and development. The Conceptual Framework, Educator as Professional, reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students
Course Description:
Students will learn about research techniques such as designs and data collection by reading and interpreting educational research. Measurement and evaluation procedures for assessing and promoting children’s learning and development will be addressed as will the interpretation of standardized tests.
Course Competencies:
1. Write a literature review related to instructional practice
Generate one or more research questions
Conduct a literature review related to questions
Distinguish between primary and secondary sources
Use APA manuscript style.
2. Critique research reports
Recognize research approaches and designs
Understand data collection methods
Identify fallacies in scientific thinking including threats to internal and external validity
Provide suggestions for improving method and report
3. Develop classroom assessments
Identify purpose of assessment
Tailor assessment to meet purpose
Estimate reliability and validity of measures
4. Use assessment results for diagnosis, remediation, and research
Analyze data
Interpret results obtained from standardized tests
Interpret results obtained from classroom assessments
Course Relevance:
This course addresses Principles #8 and #9 of the INTASC Core Standards:
http://www.ccsso.org/content/pdfs/corestrd.pdf
Outline of Topics
Date Topic Text Chapter(s)
McMillan
8/30 Introduction to educational research; Chapters 1
types of research approaches and designs,
research in classroom settings
9/6 Research questions, hypotheses, operational Chapter 2
definitions, types of variables
9/13 Literature review, searching electronic Chapters 3 & 13
databases
Visit Perry Library for Instruction – Room 163
9/20 Subjects, participants and sampling Chapter 4 & 5
9/27 Educational measurement Chapters 6 & 7
10/4 Experimental and non-experimental Chapters 8 & 9
quantitative research designs - No Class
10/11 Analyzing statistical inference Chapter 10
10/18 Qualitative and mixed methods Chapters 11 & 12
Stiggins
10/25 Role of assessment, achievement targets, Chapters 1-4 assessment alternatives, selected response
assessment
11/1 Essay assessment Chapter 5
11/8 Performance assessment, personal Chapters 6, 7, and 8
communication as assessment, assessing
dispositions
11/15 Descriptive statistics used to Chapters 9 and 10
analyze and interpret test results Chapter 10 McMillan
11/22 Thanksgiving Break – No Class
11/29 Reliability and validity of measures; Chapters 11, 12, 13 communicating with report cards, portfolios
and conferences
12/6 Review for final exam (or finish content)
12/13 Final exam (3:45-6:45)
Assignments/ Exams Schedule:
Description Due Date
Project 1: Summary and critique of empirical journal article 9/20
Project 2: Research question and literature review
Research question 9/13
Peer review literature review (electronic exchange) 10/4-10/11
Final literature review 10/25
Project 3: Selected response assessment
Peer review 11/1
Final assessment 11/8
Project 4: Performance-based assessment
Peer review 11/15
Final assessment (electronic submission) 11/22
Project 5: Data interpretation 11/29
Final exam (comprehensive) 12/13
Methods and Activities:
One goal of this course is to provide you with the knowledge and skills to review and critique research studies. The acquisition of research knowledge and skills will be demonstrated by your performance on the literature review, critiques of published research, and the final exam.
A second goal is to provide you with the knowledge and skills to develop classroom assessments and to interpret and use assessment results for instructional improvement. Developing assessment tools and critiquing the assessment tools developed by other students in the class will demonstrate the acquisition of these skills and knowledge. It will also be demonstrated by your performance on the final exam.
The instructional method features a combination of lecture, discussion, and small group activities. The underlying principle guiding the instruction is that presentation of information be followed by active practice, providing the opportunity to use or apply the knowledge. Students actively practice the material by responding to questions posed during the lectures, working in small groups during class, writing a literature review, and developing assessment instruments. Working in small groups also has the advantage of providing immediate student feedback either from the instructor or from fellow students.
Another goal of this course is to develop a climate of cooperation and not competition. You are encouraged to study with other students and help one another learn the material. You may want to exchange references with students who have chosen a related research topic. You will also be asked to critique the work of other students during class and may consider further reviews outside of class.
Use of Instructional Technology:
The following topics of instruction require intensive use of technology: exploration of Internet search engines, techniques for online searches. In addition, the topics you select for your research proposal and assessment assignments might include areas of instructional technology as they relate to classroom practices or school programs.
Cultural Diversity:
The following competencies include elements dealing with cultural diversity: determination of bias in research selection procedure, potential bias in research design, data interpretation, and in the development and scoring of assessments. In addition, the topics you select for your research proposal might include issues of diversity as they relate to classroom practices or school programs.
Students with Special Needs:
In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation.
Honor pledge and plagiarism:
Both quotations below were taken directly from the Student Handbook published by Old Dominion University. By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors. Violations of these standards may result in administrative action or disciplinary sanctions. (See handbook for more detailed information.)
Honor pledge: “I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system” (p.1).
Plagiarism: A student will have committed plagiarism is he or she reproduces someone else’s work without acknowledging its source; or if a source is cited which the student has not cited or used. Examples of plagiarism include: submitting a research paper obtained from a commercial research service, the Internet, or from another student as if it were original work; making simple changes to borrowed materials while leaving the organization, content, or phraseology intact; or copying material from a source, supplying proper documentation but leaving out the quotation marks. Plagiarism occurs in a group project if one of more of the members of the group does none of the group’s work and participates in none of the group’s activities, but attempts to take credit for work of the group (p. 81).
Assignments/ Exams Grading:
Description Points
Summary and critique of empirical journal article 50
Research question 15
Literature review 100
Selected response assessment 50
Performance-based assessment 50
Data interpretation 50
Final exam (comprehensive) 100
TOTAL POINTS POSSIBLE 450
Opportunities for Extra Points:
Throughout the semester, opportunities may arise through which students may be able to earn extra points. Extra point opportunities will not exceed 10 points total for the semester and must be open for participation to the entire class. Students are welcome to suggest activities.
Grading Criteria:
Percentage Grade
93 – 100 A
90 – 92 A-
87 – 89 B+
83 - 86 B
80 – 82 B-
77 - 79 C+
73 – 76 C
70 – 72 C-
60 - 70 F
0 - 60 F
Attendance:
Attendance is strongly recommended. Make every effort to arrive on time and not leave early. If you cannot attend or must miss part of the class, please let me know. Arrange to obtain notes and explanations from fellow students. If you miss the equivalent of more than three class periods (this includes time for arriving late or leaving early), your course grade may be reduced by one letter grade.
Notes:
(1) All assignments (except final exam) must be typed.
(2) You will need a basic calculator in this course (must be able to square and take square roots).
(3) Assignments are due at the beginning of the class period on the due date unless specified. Late assignments (excluding final exam) are accepted for half credit if submitted within one week of the due date. Late work will not be accepted after that one week has expired.
Subject to Change:
This syllabus is subject to change during the semester.
Errors in Syllabus: