Professional Documents
Culture Documents
Credit hours: 3
In accordance with the Nebraska State College System Policy 4141 the following represents the
expected contact hours needed to ensure that the time involved in student learning is equivalent
to that needed to attain the learning outcomes in comparable courses; learning outcome
equivalency is achieved through multiple course modalities. It is expected that students will
spend the following Hours per Week participating in each of the listed course activities.
Hours Per Week Total for Course
Learning Activity
Direct Instruction 2 32
Reading & Interactive
Multimedia 3 48
Homework 2 32
Discussions 2 32
Project-Based Learning 1 16
Research-Based Learning 1 16
Group Work 0 0
Assessments 1 16
Total 12 192
The actual hours spent on individual learning activities will vary from student to student
depending on prior knowledge; however, 135 hours represents the minimum expectation for any
student.
**Disclaimer: The completion of the minimum time commitment does not ensure a
passing grade. Achievement of the course competencies must be demonstrated.
This course is a required core course in the Curriculum and Instruction masters programs
and a recommended elective in the Education Administration program. The Program
Outcomes are cross-referenced with Chadron State College’s Conceptual Framework for
the Education Unit. Intended Program Outcomes for both programs follow:
Component Activity
Leadership
Develop the concepts and skills necessary to lead the process of developing,
implementing, and evaluating a variety of assessment practices.
Thinking Skills
Develop skill in analyzing past and current assessment practices and their influence on
student learning.
Human Relations/Diversity
Recognize the diversity of the population and how that diversity relates to fair
assessment.
Assessment
Use various assessment instruments and formats to inform the teaching/learning process.
Communication
Develop oral and written assessment formats and facilitate communication of assessment
results with students, parents, and colleagues.
Methodology/Technology
Utilize a variety of methodologies and technologies, emphasizing performance-based
assessment systems.
Professionalism
Apply the results of professional inquiry and discourse to the practical and ethical
dimensions of assessment.
Communication
Professionalism
Human Relations/Diversity
Assessment
Thinking Skills
Methodology/Technology
Leadership
G. Topics:
1. Assessment’s significance to educational leaders
2. What to measure and how to interpret results
3. Instructional contribution
4. Validity of assessment-based interpretations
5. Reliability of assessment devices
6. Absence of bias
7. High-quality comparative data
8. Creating educational assessments—what’s being assessed?
9. Selected-response items
10. Constructed-response items
11. Performance and portfolio assessments
12. Improving test items
13. Creating affective measures
14. Administering educational tests and using the results
15. Accountability tests: Make or break assessments for educational leaders
16. Statistical concepts needed to evaluate and use educational tests
H. Text:
Popham, W.J. (2005). Assessment for educational leaders. Needham Heights, MA:
Pearson/Allyn and Bacon. ISBN: 0205424007
J. Course Schedule
Week Reading Due Due date Due Date
of Chapter Peer
Response Response
08/21 Introduction Introductions Tuesday Thursday
08/28 Ch 1 Response to Chapter 1 Tuesday Thursday
09/04 Ch 2 Response to Chapter 2 Tuesday Thursday
09/11 Ch 3 Response to Chapter 3 Tuesday Thursday
09/18 Ch 4 Response to Chapter 4 Tuesday Thursday
09/25 Ch 5 Response to Chapter 5 Tuesday Thursday
10/02 Ch 6 Response to Chapter 6 Tuesday Thursday
10/09 Ch 7 Response to Chapter 7 Tuesday Thursday
10/16 Mid-Term Week Post Power Points Tuesday Thursday
10/23 Ch 8 Response to Chapter 8 Tuesday Thursday
10/30 Ch 9 Response to Chapter 9 Tuesday Thursday
11/06 Ch 10 Response to Chapter 10 Tuesday Thursday
11/13 Ch 11 Response to Chapter 11 Tuesday Thursday
11/20 Ch 12 Response to Chapter 12 Tuesday Thursday
11/27 Ch 13 Response to Chapter 13 Tuesday Thursday
12/04 Ch 14 Response to Chapter 14 Tuesday Thursday
12/11 Ch 15 Finals Week Response to Chapter 15 Tuesday Thursday
L. Attendance: The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for
which credit is expected including weekly participation in online courses. Responsibility for
notifying faculty of absences, and for arranging potential make-up, rests with the students.
M. Selected Bibliography:
Additional current assessment materials/readings will be posted to announcements when
available.
Student Behavior:
Academic Honesty - Students are expected to conduct themselves in conformity with the highest
standards with regard to academic honesty. Violation of college, state, or federal standards with
regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students
violating such standards will be subject to discipline, as per campus policies articulated in the
Student Handbook. The full copy of the student handbook can be found at
http://www.csc.edu/publications/csc_student_handbook.pdf. Academic Policies,
including academic dishonesty, can be found between pages 32-34.
Attendance Policy – The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for which
credit is expected. Responsibility for notifying faculty of absences, and for arranging potential
make-up, rests with the students.
Civility – Civil behavior enhances the academic setting, and is expected at all times. Courtesy and
respect for others are essential elements of the academic culture. The academic environment
welcomes a difference of opinion, discourse, and debate within a civil environment.
Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning
activities, and expected student learning. However, the instructor reserves the right to make
changes in this schedule that, within my professional judgment, would result in enhanced or more
effective learning on the part of the students. These modifications will not substantially change
the intent or objectives of this course and will be done within the policies and procedures of
Chadron State College.
Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by providing educational
opportunities, research, service and programs that contribute significantly to the vitality and
diversity of the region.