E ED 651    CURRICULUM ASSESSMENT

COURSE AGENDA

Dr. Susan Belgrad, Professor

                                                                                          Fall 2009                                                                                                                              

Session

Date

Topic/Content of Session

Related Assignment
1 8/24

Overview of Course  Navigating the Course Webpage;
Introductions; Discussion of Assignments and Reading

 

 Please consider the questions in the Portfolio Survey: You will find it at the following URL: http://CTLSilhouette.wsu.edu/surveys/ZS80373

 
2 8/31 Review of Course Goals.   Navigating the Course Webpage;

Activity 1 Agree/Disagree Organizer.

 

Session Log

 Read Portfolio Connection Introduction:  Be Prepared to share your responses to the following questions:
 1. What would motivate teachers to undertake a portfolio assessment system?
 2. How might portfolios promote “evidence and dialogue to identify where pupils are in their learning, where they need to go and how best to get there” (Black and Williams, 2004)?
 3. What might the difference be between assessing FOR learning rather than simply evaluation of learning? (See Figure 0.1)
 4.What are some ways in which teachers who use portfolios can provide “clear evidence about student learning? How can portfolios be used to inspire, motivate and to “drive up” individual student attainment?
 5. How is student feedback transformed in the portfolio process and what does this do for students' understanding of their individual abilities, dispositions and goals for achievement?
 6. What are the evaluative aspects of portfolios that teachers can use? How are these balanced with authentic assessments for learning? (See Figure 0.2)
 7. Scores on formal tests on which students reflect upon and then set goals for future academic attainment.
3 9/7 NO CLASS   HAVE A GREAT LABOR DAY WEEKEND

Enjoy!

 Read Portfolio Connection Chapter 1 Connect Portfolio Purpose to Audience Curriculum Alignment and Portfolios.

Reflect on the following questions and be prepared to share your answers at the next class session:
 1.  Figure 1.1 provides a number of reasons why a teacher would use portfolios in the classroom. Describe the reasons why you might begin to use portfolios with your students.
 2.  Read the following statement from page 5 and consider the point with which you most agree. "Students hold the key...."
 3. Describe your own experience of being required to "put students to the test"  vs. the quote by Smith.
 4. See Figure 1.2 on page 5 provides a detailed description of Black and William’s Assessment FOR versus Assessment OF learning. Consider the following California Teaching Standards: Making Subject Matter Comprehensible to Students and Assessing Student Learning. Be prepared to discuss you viewpoint of how portfolios in the classroom might result in your students exceeding the benchmark for these standards.
5. What have you learned about the importance of considering the various audiences who are stakeholders in the achievement and success of your students?

4 9/14 Sharing of reflections on the questions from readings.
   Advantages of Using Classroom Portfolios
   How Portfolios Might Promote Balance Curricular Assessment

Activity 1: Assessment FOR Learning--CSTPs A and B

Activity 2: Jigsaw on Issues and Challenges of teaching and learning in today's public schools

 

Session Log

 Read Portfolio Connection  Chapter 2 Connect Portfolio Design to Students’ Developmental Stages
Be prepared to discuss the following questions/statements: 
 1.  Why must teachers must be knowledgeable about the developmental stages of their students?
 2. While designing the purposes and procedures of the portfolio, teachers need to carefully consider four main questions (Figure 2.7) that were earlier stressed by educator, Ralph Tyler. Review the framework of Portfolios and Curriculum Alignment on page 49 and then complete the first two items that will correspond to the curriculum/assessment  process you are planning (Blackline (p. 62)
5 9/21 Sharing of reflections on the questions from readings.

Understanding how the stages of development affect student performance and developmentally appropriate assessment.
 

Instructor PPT Presentation on the New Basic Skills.
Applying Tyler's Curriculum Framework and to Assessment of 21st Century Skills

Sample lesson with Authentic Assessment Tools

Session Log

 Read Portfolio Connection Chapter 3: Connect Portfolio Content to Local and State Standards and Curricula
Read Burke-  Introduction and Chapter 1 Student Learning Standards

1. Standards' role in education have become increasingly emphasized and increasingly the public favor national standards for student learning. After reading about this in the textbooks reflect on your viewpoint as to whether the U.S. should adopt National Standards.
 2. How might you use authentic assessments of performance to help students to monitor and celebrate their own growth and development in various curricular areas?
3.  Do you agree that by assessing for learning you help students to increase their metacognitive ability as well "voice." Describe your understanding of the way in which portfolio assessment processes develop student voice in academic achievement.
4. Following your examination of grade-level related examples, select the tools that will promote student “self inspection” to place your students at the center of the assessment process.
 
6 9/28
Faculty Furlough Day –
 No Class Meeting

Due to 10% cut in faculty salaries for 2009 – 2010 academic year, CSU mandates an equal cut in workload. This furlough day will be a non-work day as per CSU regulations. 

 
Read Burke Chapter 2  Standardized Tests and complete the graphic organizer on P. 35

Read Burke Chapter 6  Teacher-Made Tests and Chapter 10 Graphic Organizers and be prepared to work in a small group to construct a teacher made test (bring instructional materials if necessary).

 
7 10/5 Sharing of reflections on the questions from readings.
 

 

 

Session Log

 

 

 Read Portfolio Connection Chapter 4: Connect Portfolio Purpose through Students' Collections, Reflections and Selections.
Following the reading of this chapter on organizational tools look for the grade-level appropriate examples provided to determine  how you can establish the flow of your student portfolio system--collect; select; reflect (BL 4.1)
See the Sample Portfolio Entry Sheet on page 106 and create one that will enable your students to actively participate in the portfolio process (B.L. 4.2).
Make a decision as to whether the Artifact Registry or the Biography of a Work Log will work best for your students. Complete either (or both) BL 4.3 or 4.4.
8 10/12 Sharing of reflections on the questions from readings.

Activity One:   Organizational Flow to Optimize Assessment and Portfolio Process

Activity Two:  Sharing ideas on student participation in portfolio process decisions\

 

 

Session Log

 Read Burke Chapters 5, 7, 8 and 9  Performance Tasks and Rubrics; Learning Logs and Journals, Metacognitive Reflection; and Observation Checklists

 
9 10/19 Group Discussion on Readings;






Session Log

 Read Portfolio Connection Chapter 5: Connect Students’ Reflection and Self-Assessment to Criteria, Rubrics and Standards
 This chapter will help you to develop knowledge of how to use authentic assessments for your students' learning. Examples from the book are included. Following your review of the chapter, try your hand at the following two tools: 1) Create a learning list that would enable your students to reflect on their strengths and weaknesses and set goals (in a unit of study or a quarter).
 2) Create a learning log that can include parent input to the student. Just as your portfolios have placed you at the heart of assessment as reviewers, critics and evaluators of your work—you will learn that it is important to place your students at the center of the learning process through authentic assessment tools.  Therefore, connecting students’ voice in the ongoing assessment and evaluation of their own work needs to be seen as an important part of daily activity.
10 10/26 Session Log Read Portfolio Connection Chapter 6:  Connect Student Voice through Web Conferences and Showcases
 After reading the Chapter and reviewing the examples indicate how you will assist students in becoming respectful, contributing peer reviewers of portfolios and eportfolios. Complete  Blacklines 6.4—6.8.  Select from the various ideas presented in the Chapter for the best tools your students can use in preparation for a portfolio conference with their parents.
11 11/2 Session Log Read Burke chapter 11 Interviews and Conferences and Chapter 12  The Final Grade
12 11/9 Computer Lab for research on topics, construction of website for hosting your portfolio Locate a research article related to one each of the following topics:
1) Assessment of twenty-first century skills
2) High stakes assessment and student motivation
3) Professional Assessment of Teachers/Merit Pay and Teacher Efficacy
13 11/16    
14 11/23 Computer Lab for research on topics, construction of website for hosting your portfolio Complete Wikispace  Portfolio on course artifacts.
15 11/30
Faculty Furlough Day –
 No Class Meeting

Due to 10% cut in faculty salaries for 2009 – 2010 academic year, CSU mandates an equal cut in workload. This furlough day will be a non-work day as per CSU regulations. 

  
16 12/7 Final Class Session  Portfolio Showcase