Emmanuel College Mission Statement

Emmanuel College is a Christ-centered, liberal arts institution, which strives to prepare students to become Christ-like disciples who integrate faith, learning, and living for effective careers, scholarship, and service.

I.              ED 310: Assessment of Learning Monday/Wednesday, 4:00 –5:15, Room 105

School of Education Conceptual Framework

In keeping with the philosophy of Emmanuel College, which is based on a Christian worldview, the School of Education’s mission is to integrate faith, living, learning, and teaching in such a way as to prepare prospective teachers to become servant leaders who make a positive contribution in a diverse society. In addition, the SOE endeavors to build a bridge linking historical and philosophical theory learned in the classroom with educational practice in real-world settings.

Reflecting our Christian worldview, the goal of the Emmanuel College School of Education is to develop teachers who possess the knowledge, skills, and dispositions to meet the challenges they will face in the classroom. The Emmanuel College School of Education is committed to the three domains of its conceptual framework, preparing knowing, sharing, caring teachers for the twenty-first century. No domain by itself is effective, but all three are interconnected so as to produce effective teachers who are capable of working with a diverse student population. Each domain of this framework has a supporting knowledge base, which supports the ten competencies and the more specific indicators for each competency. A copy of the framework, its knowledge base, the ten knowing, sharing caring competencies, and the indicators under each competency can be accessed at https://cris.ec.edu/regis/. Click on Forms/Docs/Shared/Academic Programs/School of Education/Handbooks/SOE Handbook.

III.          Instructor

Dr. Cyndee Phillips

Adjunct Professor and Assessment Coordinator, SOE

Cell: 706-436-9044

Email: cphillips@ec.edu

IV.          Textbook

Chappuis, J., Stiggins, R., Chappuis, S., Arter, J. (2019). Classroom assessment for student learning: Doing it right, using it well (3^rd Edition). Assessment Training Institute, Inc. ISBN-13: 978-0135185575

LiveText - "An active LiveText account is a required resource for this course because at least one assignment must be submitted electronically using this online platform.

LiveText is used by the School of Education to maintain our accreditation and to demonstrate the quality of our academic programs and to improve teaching and learning. As a student, you have the option to use your account for secure online storage of your academic work, and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other audiences.

LiveText will be a required resource in many education courses throughout your program, and you can use the same account for any course that requires it for up to five years.  After five years you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use."

V.            Course Description

A study of the variety of assessment methods used to inform the instructional process.  Emphasis is placed upon constructing, utilizing, and evaluating assessment items as well as collecting and analyzing data to inform instruction.  The tools used in assessment for learning, which directs the learning path, as well as assessment for learning, which provides summative assessment data are addressed.  In addition, standardized testing, ethics in assessment, and assessments in the teacher evaluation process are emphasized.  Prerequisite:  EC/EM/ES 300, ME 302, HPE 300, or admission into the SOE.

VI.          Rationale for the Course

In order to design quality lesson plans, diagnose student learning, and evaluate performance, teachers must be able to develop a deep understanding of assessments. The four questions of a professional learning community are:

1. What do you want students to know, understand, or be able to do? (Standards)
2. How will you know they have learned it? (Assessment)
3. What will you do if they have not learned it? (Interventions)
4. What will you do if they have learned it or already know it? (Enrichment/Enhancement)

Assessment is at the center of the core business of teaching and learning, and is the answer to the second question of a professional learning community. Assessment for and of learning will provide teachers with the tools necessary to provide a quality education for their students.

VII.        Prerequisites

EC/EM/ES 300, ME 302, HPE 300, or admission into the SOE

PY 220 Human Growth and Development

VIII.     Instructional Methods/Technology

This course is designed to engage student learners in the development of an understanding of assessments through lectures, class discussions, modeling, demonstrations, video presentations, individual projects, collaborative projects, and reporting/reflection assignments.

IX.          Field Experience

There is no field experience required for this course. For teacher education majors, Assessment of Learning is taken concurrently with a practicum attached to another education course. Field experiences for students with other majors will be arranged individually with the assistance of the instructor.

Accommodations for Students with Exceptionalities

Emmanuel College is dedicated to providing accommodations for students with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. Any student who feels she/he may need an accommodation should contact Counseling Services at 706-245-2881. At the beginning of the semester, the student’s responsibility is to consult with Counseling Services concerning accommodations and notify the instructor so that learning needs may be met

XI.         Conceptual Framework Competencies

K1: Content Knowledge: A knowledge of discipline-specific central concepts, tools of inquiry, structures of the discipline, and curriculum standards appropriate for their teaching field which creates learning experiences that are meaningful to learners and assures mastery of content.

K2: Learner Development: A knowledge of the intellectual, social, physical, linguistic, and personal growth of diverse learners and developmentally appropriate, challenging learning experiences to teach children of diverse cultures.

S1: Planning for Instruction: The ability to design effective differentiated learning activities which promote rigorous learning goals based on the teacher’s knowledge of discipline-specific content, curriculum, students, learning environments, pedagogy, and assessment.

S2: Instructional Strategies: The ability to select and use a variety of appropriate instructional resources and strategies, including current technology, to develop a deeper understanding of content, make across the curriculum connections, and build skills to apply knowledge in meaningful ways.

S3: Application of Content: The ability to effectively connect concepts using differing perspectives which engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

S4: Assessment: The ability to develop and utilize multiple formal and informal assessment strategies to engage learners in their own growth, allow teachers to monitor the progress of all learners, and guide decision making for the teacher and the learner in the learning process.

C1: Learning Environments: The ability to work with others to create safe and stimulating learning environments which support individual and collaborative learning and encourage positive social interaction, active engagement, and self-motivation of all learners.

C2: Learner Differences: The ability to understand individual differences, diverse cultures, and communities to create inclusive, learning environments which enable each learner to meet high standards.

C3: Leadership and Collaboration: The ability to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning and growth, and to advance the profession by accepting appropriate leadership roles.

C4: Professional Learning and Ethical Practice: The ability to grow professionally as a teacher by continually evaluating his/her practice, participating in professional learning, and adapting new practices to meet the needs of each learner.

XII.        Course Objectives

Upon completion of this course students will be able to:

1. Know and understand the purposes for assessing student
2. Understand and explain measurement-related issues that impact the qualities of measuring instruments, including their validity, reliability, bias, and
3. Construct and improve appropriate selected-response and constructed-response
4. Utilize a variety of alternative assessments techniques, including performance, portfolio and affective
5. Analyze and interpret the meaning of standardized tests and classroom test
6. Describe effective and fair ways of reporting students’
7. Understand relationships among the standards, curriculum, assessment, and

XIII.     Course Requirements (assignments weighted):

1. Mid-term and final exams (30%):

Students are required to participate in a mid-term and comprehensive final examination. Exams will cover materials discussed in class, from chapter presentations, projects, and articles.

2. Article Reflections (20%):

Students will submit article reflections to LiveText.

3. Chapter Presentations (20%):

Students will be assigned a chapter in the textbook and will prepare a presentation to share information with the class.  The presentation should be thorough, indicate a deep understanding of the information, and provide reflection and insight of how the information can be used in preparation for teaching.  Students are encouraged to utilize creative, interesting, and engaging ways to present the information.   *Note: you are expected to read all chapters of the book.

4. In Class Tasks/Activities (10%): A variety of in-class tasks and activities will be assigned throughout the course, which focuses on assessment types (informal, formal, norm-referenced, criterion reference, ).
5. Research Project (20%):

Research an assigned noted assessment expert and present pertinent information to the class (guiding questions and rubric will be provided).

XIV.       Standards of Performance

The Faculty Council has adopted the following grading scale:

Letter Grade	Numerical Grade	Letter Grade	Numerical Grade
A	93-100	C-	70-72.9
A-	90-92.9	D+	67-69.9
B+	87-89.9	D	63-66.9
B	83-86.9	D-	60-62.9
C+	77-79.9	D	63-66.9
C	73-76.9	F	59.9 or below

School of Education Attendance Policy

Reliability and dependability are signs of a true professional. Therefore, to assist students in becoming more professional, the School of Education expects students to be present for all meetings of classes in which they are enrolled unless they have an officially excused absence.

The Emmanuel College Catalog states, “When Officially Excused Absences prevent a student’s being present in class, the student must arrange beforehand to complete any required work at the discretion of the faculty member” (p. 16). Arrangements for make- up work for absences resulting from school-sponsored events must be made prior to attending the event; arrangements for make-up work from other excused absences must be made prior to the next class.

1-Day-A-Week Course	2-Day-A-Week Course	3-Day-A-Week Course
Final average will be reduced 5 points for every unexcused absence beyond 1.	Final average will be reduced 5 points for every unexcused absence beyond 2.	Final average will be reduced 5 points for every unexcused absence beyond 3.

1Appeals must be made to the School of Education Governance Committee. The decision of the Governance Committee is final.

Adopted August 2011

• Cell Phones, Laptop Computers, & Electronic Devices

As a professional courtesy, cell phone use, including text messaging, is not permitted in class. All phones should be turned off or be set on silent/vibrate mode. Phones may be left on for emergency purposes if prior permission is granted, but a student may be dismissed from the classroom if disruptive or inappropriate phone use is observed.

Personal laptops, while discouraged, may be utilized in class if work that is completed during class time is class-related. Emailing, web browsing, social media posting, etc. should not be done during class time.

• Access to Academic Accommodations

Emmanuel College accommodates students with disabilities in accordance with federal laws and College policy and will work to provide reasonable accommodations to those with a documented learning, psychiatric, physical, temporary disability, pregnancy, or chronic health condition. In order to be provided with accommodations in this course, you must provide an official Accommodations Memo from the Disability Services/ADA Coordinator, Jessica Middlebrooks (jmiddlebrooks@ec.edu). For the College’s policy on Access Accommodations please visit the Student Handbook online (http://www.ec.edu/life/student-handbook-0).

• Academic Integrity: The highest standards of academic honesty and integrity are upheld at EC, not only in the academic community but also in all areas of student life. Every student must agree either electronically or by physical signature to abide by the principles set forth in the Code of Honor, which is part of the Statement of Academic Integrity. This policy contains examples of academic misconduct and disciplinary actions and is available at http://www.ec.edu/sites/default/files/THE%20REAL%20.pdf (pages 18-24).
• Non-Discrimination: Emmanuel College (“Emmanuel” or “the College”) is committed to maintaining an environment that is free of unlawful harassment and discrimination. In accordance with federal law and its commitment to a fair and open campus environment, the College cannot and will not tolerate discrimination against or harassment of any individual or group based upon race, sex, color, religion, national origin, genetic information, age, disability, veteran’s status, or any factor that is a prohibited consideration under applicable law. This includes sexual misconduct. The College’s Sexual Misconduct Policies and Procedures are located on the website at ec.edu/title-ix.
• Promoting a Safe Learning Environment—Dealing with Sexual Harassment/Misconduct
  Commitment of the College: Our school is committed to fostering a safe, productive learning environment. Title IX and the College’s policy prohibits discrimination on the basis of sex. Sexual misconduct — including harassment, domestic and dating violence, sexual assault, and stalking — is also prohibited at our school.  Our school encourages anyone experiencing sexual misconduct to talk to someone about what happened, so that they can get the support they need and our school can respond appropriately.
• Student Resources and Reporting:  For the utmost confidentiality, please reach out to one of our confidential resources including the campus pastor or one of our campus counselors whose offices are all located in the Student Development office. To schedule an appointment please contact the office at 706-245-2881. If you wish to report an incident of sexual misconduct, want more information about filing a report, need to be connected to resources, or have questions about school policies and procedures, please contact our Title IX Coordinator, Courtney Hamil at 706-680-1245 or chamil@ec.edu. The College’s full Sexual Misconduct Policy and Procedures can be found on our website at http://www.ec.edu/title-ix.
• As a Responsible Employee:  Our school is legally obligated to investigate reports of sexual misconduct. Except for the pastor and campus counselors (who again are confidential resources), all College employees, including faculty of the college, are considered “responsible employees” and therefore have an obligation to report incidents of sexual misconduct to the Title IX Coordinator or a Deputy Title IX Coordinator. As a professor, therefore, I am required by our school to report incidents of sexual misconduct and thus cannot guarantee confidentiality. I must provide our Title IX coordinator with the information related to any sexual misconduct that is reported to me. The Title IX Coordinator will consider requests for confidentiality and respect it to the extent possible.
• Financial Aid/Student Debt:  A college education is one of your most important investments.  Students are encouraged to review their financial aid packages annually as well as their long-term student loan repayment plans.  If you have any questions about scholarships, loans, annual application deadlines, etc., please call 706-245-2844 or email financialaid@ec.edu. There are also many online resources including www.ec.edu/financial aid and www.studentaid.ed.gov.

XV.        Bibliography

Davies, Anne. Making Classroom Assessment Work. 2nd ed. Courtenay, BC: Connections, 2007.

Marzano, Robert J. Classroom Assessment & Grading That Work. Virginia: ASCD, 2006.

McMillian, James H. Assessment Essentials for Standards-Based Education. 2nd ed. Thousand Oaks, CA: Corwin P, 2008.

Popham, W. James. Classroom Assessment: What Teachers Need to Know, Instructor's  Resource Manual. 5th ed. Boston: Pearson Education, Inc., 2008.

Using Classroom Assessment to Guide Instruction. Videocassette. ASCD, 2002.