EDU 658 (001)
Assessment Techniques in P -12 Mathematics

3 hours credit

Tuesdays
4:30 - 7:15 p. m.

August 21 - December 11, 2001
BEP 204

>

"Providing for the educational needs of all students"

The College of Education will prepare exemplary educators who demonstrate the knowledge, skills, and professional dispositions necessary to provide for the educational needs of all students in a diverse and technological society. In assessing and evaluating mathematics, a reflective professional educator knows how to evaluate student progress in mathematics and how to modify teaching approaches to meet the needs of the students. This ability is grounded in a thorough knowledge of mathematics as well as knowledge of the current research and theories on assessment and evaluation. This forms the basis for theories and research on how best to teach mathematics to students of any age. These theories and research are reflected in recommendations from state and national organizations

The College of Education is aware of the necessity to support effective experienced teachers in each of the Experienced Teacher Standards (http://www.kde.state.ky.us/oapd/curric/TPGF/exp_teacher_stds.PDF)  as established by the Kentucky Education Professional Standards Board. The objectives of EDU 658 are derived from the essential knowledge, established and current research findings, and sound professional practices as they relate to all of the NCTM Principles and Standards as well as the Kentucky's Core Content for Assessment, Program of Studies in Mathematics, and Experienced Teacher Standards particularly: Standard III (Designs/Plans Instruction), Standard V (Implements/Manages Instruction), Standard VI (Assesses/Communicates Learning Results), and Standard VII (Reflects/Evaluates Teaching/Learning).

The evaluation measures of this course will assess the student's understanding of these standards and his/her ability to apply these concepts to the teaching/learning process.

 

Professor: Linda Sheffield, Ph. D.     Email address: Sheffield@nku.edu

Office: BEP 262             Phone: 572-5431

Office Hours: Monday 9:00 - 11:00 a.m.; Tues. and Thurs. 12:00 - 2:00 p.m. and by appointment

Homepage: http://www.nku.edu/~sheffield/

Blackboard.Com - http://learnonline.nku.edu. This class will be web-enhanced and all students should follow the Student Login Directions to enter the class on-line.

Texts: Clarke, D. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Recommended: Ashlock, R. B. (7th Edition). (1998). Error patterns in computation. Upper Saddle River, NJ: Simon and Schuster.

Becker, J. P. and Shimada, S. (eds.). (1997) The open-ended approach: A new proposal for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.

Mathematical Sciences Education Board. (1993). Measuring up: Prototypes for mathematics assessment. Washington, DC: National Academy Press.

National Council of Teachers of Mathematics. (2000).Principles and standards for school mathematics. Reston, VA: NCTM.

Internet Readings: NCTM Principles and Standards (http://standards.nctm.org/);

Kentucky's Core Content for Assessment (http://www.kde.state.ky.us/oapd/curric/corecontent/core_content_index_version_30.asp), Kentucky's Program of Studies in Mathematics (http://www.kde.state.ky.us/oapd/curric/Publications/ProgramofStudies/), and Kentucky's Experienced Teacher Standards (http://www.kde.state.ky.us/oapd/curric/TPGF/exp_teacher_stds.PDF).

Rationale:The focus of this course is on the use of assessment to improve teaching and learning. This includes the use of formative and embedded evaluation including diagnostic measures, observations, interviews, pretests, cognitive processes and connecting curriculum instruction and assessment as well as summative evaluation including standardized and criterion referenced/standards-based assessment and rubrics. Current authentic assessment techniques such as open-response questions, open-ended questions, performance tasks and portfolios will be included. Links are made among all types of assessment and state and national mathematics standards and core content.

This course places particular emphasis on the College of Education themes of intellectual vitality, assessment and evaluation, technology and diversity. EDU 658 specifically addresses the Kentucky Experienced Teacher Standards identified below (means of assessment noted in boldface).An * indicates an item that is acceptable for inclusion in the student's portfolio.

Standard III: Designs/Plans Instruction. The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria:

3.1      focuses instruction on one or more of Kentucky's Learning Goals and Outcomes.
KCCT Assessment Project (project)*          Open-Ended Project (project)*

3.9 Develops and implements appropriate assessment strategies and processes.
KCCT Assessment Project (project)*          Open-Ended Project (project)*
Class Presentation (class assignment)

Standard V: Implements/Manages Instruction: The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.

5.1 uses appropriate questioning strategies to help students solve problems and think critically.
KCCT Assessment Project (project)*          Open-Ended Project (project)*

5.14 identifies student misconceptions, provides guidance; and offers students continuous feedback and progress toward expectations.
Error Patterns (class assignment)

Standard VI: Assesses and Communicates Learning Results: The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria:
6.1 selects and uses appropriate assessments
Class Presentation (class assignment)

6.2 assesses student performance using the established criteria and scoring guides consistent with Kentucky's assessment program.
KCCT Assessment Project (project)*

Standard VII: Reflects/Evaluates Teaching/Learning

7.1 assesses and analyzes the effectiveness of instruction.
Open-Ended Project (project)*

7.2 makes appropriate changes to instruction based upon feedback, reflection, and assessment results.
Open-Ended Project (project)*

All students must have accounts for Email and WebPages on the university's mainframe computer to assist them in accessing the latest technology and to help them keep in touch with each other and the professor. In addition, all students must log on to the class at Blackboard.com for web-based course support.

Objectives

At the completion of the course, the student should be able to:

  1. Distinguish between formative, embedded, and summative mathematics evaluation and give exemplars for each area.
  2. Describe the recommendations of the National Council of Teachers of Mathematics Principles and Standards and the Kentucky Mathematics Program of Studies and Core Content for Assessment for assessing mathematics and give the rationale and research that led to these recommendations.
  3. Use a variety of assessment strategies, including technology and physical models, appropriate for enhancing students learning mathematics. This includes ideas for evaluating special populations of students.
  4. Write objectives related to the Kentucky Program of Studies and Core Content for Assessment in mathematics, and plan assessment and learning experiences on the concrete, connecting, and abstract levels.
  5. Develop alternative methods of testing, assessment, and evaluation.

Student Requirements and Experiences:

  1. Attend all class sessions and participate in class discussions, web-based discussions and projects, and lab activities. Attendance will be taken.
  2. Complete assigned readings and technology assignments and be prepared to discuss, analyze and apply the ideas gleaned from them.
  3. Successfully complete a final exam.
  4. Complete weekly assignments either individually or in cooperative learning groups as assigned. Check for email and/or Blackboard.com assignments and discussions regularly.
  5. Prepare a class presentation on formative or summative evaluation, or assessment for student recognition. See the Class Presentation Guidelines on the course website at http://www.nku.edu/~sheffield/edu658.html or http://learnonline.nku.edu for details.
  6. Complete the KCCT Assessment Project. See the KCCT Assessment Project Guidelines on the course website at http://www.nku.edu/~sheffield/edu658.html or http://learnonline.nku.edu for details.
  7. Complete the Open-Ended Project. See the Open-Ended Project Guidelines on the course website at http://www.nku.edu/~sheffield/edu658.html or http://learnonline.nku.edu for details.

      If you prefer, you may substitute a project of comparable or superior quality related to the course objectives. Dr. Sheffield must approve your project before you begin and you must work out scoring guidelines jointly with her. This must be done at least one month before the assigned project is due.

This syllabus outlines the minimum requirements for successful completion of the course. Fulfillment of only the minimum requirements does not automatically correlate to superior performance. For a complete description of the requirements for superior (and other) performance requirements, please refer to the scoring guidelines for each assignment and the Graduate Student Handbook.

All assignments must be typed or word-processed. Handwritten assignments will not be accepted. NOTE: A separate reference list (in APA style) must be included with all final projects (KCCT Assessment Project, Open-ended Project and class presentations). All sources should be recent unless given for historical reference. Be sure to follow all copyright laws, especially those pertaining to use of electronic materials.

Optional

Students have the option of receiving a maximum of six points extra credit for one of the following activities (or other option approved by the instructor). Extra credit assignments are due no later than November 27, 2001.

 

  • Review three mathematics assessment articles from three different recent (within last 5 years) journals. These articles must be different from articles used for other assignments. For each article, include the full reference in APA format, a one-page word-processed critique, and a copy of the article. Each critique must have the following three sections:
    1. Brief summary of the article (Labeled)
    2. Critical evaluation of the article (Labeled)
    3. Suggestions for applying information from the article to your own teaching (Labeled)

 

  • Attend a mathematics education conference or school district mathematics professional development related to mathematics assessment and report on at least three sessions. You must include the name and date(s) of the conference or professional development, the name of each presenter and title of each session attended. For each of the sessions, include a one-page summary of the topics discussed. A minimum of three one-hour sessions is required.You may use the NKCTM meeting on November 8th for this. This assignment is due no later than one week after the conference or professional development.

Evaluation

The grade will be proportioned as follows:

KCCT Assessment Project

50 pts.

Open-Ended Project

50 pts.

Daily assignments, online discussions, class participation, etc.

25 pts.

Student Presentation

50 pts.

Final Exam

75 pts.

Total

250 pts.

Grading Scale

92% - 100% (230 - 250 pts.)

A

85% - 92% (213 - 230 pts.)

B

75% - 85% (188 - 212 pts.)

C

0 - 75% (below 188 pts.)

F

PROFESSIONALISM: Much of the following information has been specified within various categories contained in this syllabus. Professional behavior is expected of all students.

This course is part of an accredited preparation program that leads to professional certification. Students are required to demonstrate behavior consistent with a professional career. In particular, students are expected to:

  • Attend all class meetings. The professor must be notified of any absences in advance. Absences may require the completion of make-up assignments.
  • Prepare carefully and completely for class.  Students must be ready to discuss all readings thoughtfully.
  • Complete all assignments on time. Exceptions or extensions may be granted only if the professor is notified in advance.
  • Collaborate responsibly with colleagues. Students must fulfill their collegial responsibilities in all coursework.
  • Interact professionally with classmates. Students must demonstrate respectful standards of behavior during class discussion. In addition, university coursework is not an appropriate place for nonprofessional guests. Audio or video taping of class sessions is appropriate only during lectures, and only with the professor's prior consent.

Failure to demonstrate the above behaviors will have an immediate and severe impact on a student's grade. Consistent shortcomings in the above areas will lead to a student's dismissal from the Teacher Education Program. See the NKU and College of Education Code of Ethics for details.

The instructor reserves the right to make changes in the syllabus, and/or class calendar if circumstances so dictate.

10% of the original point value of an assignment is deducted for assignments that are up to one week late. Additional points will be deducted for assignments that are later. Assignments will not be acceptable after 2 weeks except in extreme instances

Cheating, plagiarism, and illegal copying of software will not be tolerated. This includes the unlawful use of material found on the Internet.

If an exam is missed due to an unavoidable situation, the instructor may allow a make-up. It may be different than the original exam. It may be written or oral. Any exam may be subject to oral questioning. You must contact the instructor immediately if an exam is missed.

Reference List:

Ashlock, R. B. (7th Edition). (1998). Error patterns in computation. Upper Saddle River, NJ: Simon and Schuster.

Becker, J. P. and Shimada, S. (3eds.). (1997) The open-ended approach: A new proposal for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.

Clarke, D. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press.

Kulm, G. Assessing higher-order thinking in mathematics. Washington, D. C.: American Association for the Advancement of Science.

Ma, L. (1999) Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. New York: Lawrence Erlbaum Assoc.

Mathematical Sciences Education Board. (1993).  Measuring up: Prototypes for mathematics assessment. Washington, DC: National Academy Press.

National Council of Teachers of Mathematics. (2000),  Principles and standards for school mathematics. Reston, VA: NCTM.

National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Sheffield, L. and Cruikshank, D. (2000). Teaching and learning elementary and middle school mathematics. (4th ed.). New York: John Wiley.

Webb, N.L. & Coxford, A. F. (Eds.). (1993) Assessment in the mathematics classroom. Reston, VA: National Council of Teachers of Mathematics.

Professional journals/related publications:

NCTM: Teaching Children Mathematics

Mathematics Teaching in the Middle School

Mathematics Teacher

Journal for Research in Mathematics Education

Principles and Standards for School Mathematics: Navigations Series

SSMA: School Science & Mathematics

KCTM: Kentucky Math Journal

ISTE:  Learning and Leading with Technology

(Several other publications related to special interest groups/topics)

Useful Web sites:

APA EDITORIAL STYLE

Student Information Form

On the form below, please fill in your name, email address, phone number and address. These will be kept confidential. Please sign in the space provided to acknowledge that you have received and understand the course syllabus. In addition, please sign to acknowledge that you are willing to have your work appear for professional development in print or electronic form.

----------------------------------------------------------------------------------------------------------------

 

Name _______________________________________        Date ___________

Home phone number _________________ Best time to call _________________

Other phone number where you can be reached (work, etc.) _________________

Email address: _________________________________________

Please list all mathematics and mathematics education that you have taken.

 

 

I have read and understand the information contained in the syllabus for EDU 658, Assessment Techniques for P - 12 Mathematics.

Student Signature ______________________________________ (Do not print.)

Date _____________________

 

I give Dr. Linda Sheffield permission to use my mathematics work and/or photos for the purpose of sharing with other teachers and education professionals. I understand that this material might appear in written or electronic form, including booklets, disks, digital photos, and web pages.

Signature__________________________________________

Name printed ________________________________     Date ______

Address: __________________________________________________

____________________________________________________________

If you would prefer that your name not appear on these materials, please sign here. ___________________________