Course Title: Instructional Planning/Assessment Course Number: 310/311/312

Number of Credits: 3 Frequency of Offering: Semester

Prerequisite(s): MATH 100, ENG 111, CMST 191

Co-requisite(s): EDUC 303/304/305 Grading: Grade only

University Studies: Mathematics/Statistics Flag

Course applies to: Pre-primary, K-12, Secondary Education Licensure

1. Catalog description

Principles of curriculum formation including writing of objectives, unit planning and daily lesson planning education form the emphasis of this course. Assessment, measurement and evaluation techniques are studied to determine achievement of objectives through teacher-made tests, standardized tests and observation techniques. Statistics of measurement, specialized measurement instruments and test interpretation are also studied. Forty-clock-hours of field experience are required, in addition to the regularly scheduled on-campus class sessions.

2. Statement of the major focus and objectives of the course

This course presents the knowledge base necessary to effectively plan, implement and evaluate curriculum at the appropriate educational level. Students are given the opportunity to develop skills necessary for effective curriculum planning and evaluation by applying this knowledge base to the design of lessons, units and evaluation instruments. The knowledge, skills and professionalism relate to the Effective Educator Program Model.

This course represents a core body of knowledge for the Effective Educator Program. The content is foundational for other education courses, student teaching and assists students in meeting the Minnesota Board of Teaching requirements for the study of curriculum and assessment and how it is related to typical and atypical students.

The following Minnesota Standards for Effective Teaching Practice for Beginning Teachers will be a major focus of the course: Standard 7: Planning Instruction, and Standard 8: Assessment.

 

Students in Education 310/311/312 will:

1. Demonstrate an understanding of curriculum research and theory by applying it to their major area of teaching (skills);

2. Articulate a philosophy of curriculum and instruction (knowledge);

3. Write clear, realistic and usable instructional objectives (skills);

4. Write clear, realistic and usable learner outcomes (skills);

5. Create lesson plans that reflect current goals of education and theories of learning and human development (skills);

6. Apply instructional strategies in lesson/unit planning that address exceptionalities and cultural diversity (skills);

7. Develop a resource unit that incorporates goals for subject matter, teaching

and learning (skills);

8. Discuss the advantages and disadvantages of different types of evaluation (knowledge);

9. Construct effective evaluation instruments (skills);

10. Explain aspects of reliability and validity in evaluation approaches (knowledge);

11. Analyze curriculum documents from local and state levels (knowledge);

12. Gain confidence as a classroom teacher (professionalism);

13. Learn to write performance assessments for Minnesota Graduation Standards (skills);

14. Use technology to teach and assess performance on Minnesota Graduation Standards.

C. Demonstration/role playing

D. Group activities

E. Critiquing peer lesson plans

6. Course requirements

Quality work and class participation are required. Participation in class assumes a balance between active listening and verbal interaction. It is your responsibility to come to class prepared. Prepared means that you have read the material, and you are ready to discuss the application of the readings.

Examinations and several written assignments are scheduled. The assignments include preparing a semester curriculum, daily lesson plans, keeping a grade book, and interpreting standardized test results. All written work must be produced on the computer. Attendance and successful completion of the thirty-clock-hour field experience component is required.

You are expected to exhibit the behavioral standards applied to responsible adults. Attendance is mandatory. If you are sick, you must call before class meets. Absence for any reason is limited.

 

There will be a mixture of written assignments, in class quizzes/examinations, written lesson plans, and classroom activities that will be used to evaluate student performance.

Final grade will be based on total points obtained on quizzes/examinations, written assignments, written lesson plans, and classroom activities. Quizzes and examinations are based on course content: readings, lecture, and discussion.

8. Textbook(s) or alternatives

Airasian, P. (2000). Classroom assessment (4th ed.). New York: McGraw-Hill, Inc.

McNeil, J. D. (1996). Curriculum: A comprehensive introduction (5th ed.). New York: Harper Collins Publishers.

Media Resources

Guilbault, D. (Producer), & Paul, G. (Director). (1993). Common miracles in education (film). Oak Forest, IL: MPI Home Video.

Shapiro, A. (Producer), & Flasher, C. (Director). (1989). The Truth About Teachers (film). Santa Monica, CA: Pyramid Film & Video.

9. References and Bibliography

Airasian, P. (2000). Classroom assessment (4th ed.). New York: McGraw-Hill, Inc.

Carey, L. (1994). Measuring and evaluating school learning 1987 (2nd ed.).

Needham Heights, MA: Allyn and Bacon.

Dewey, J. (1997). Experience and education. New York: Simon and Schuster.

Doll, R. C. (1995). Curriculum improvement: Decision making and process (9th ed.). Needham Heights, MA: Allyn and Bacon.

Gagne, R. (1992). Principles of instructional design (4th ed.). Austin, TX: Holt, Rinehart and Winston School Division.

Gronlund, N. (1991). How to write and use instructional objectives (4th ed.). New York: Macmillan Publishing Company.

Hanna, G. (1993). Better teaching through better measurement. Fort Worth, TX: Harcourt Brace Jovanovich, Inc.

Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.

Jacobs, H.(1989). Interdisciplinary curriculum: Design and implementation. Alexandria,VA: ASCD.

Johnson, D. & Johnson, R. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria, VA: ASCD.

Kaplan, R. & Saccuzzo, D. (1993). Psychological testing: Principles, applications, and issues (3rd ed.). Belmont, CA: Wadsworth, Inc.

Kubiszyn, T. & Borich, G. (1996). Educational testing and measurement: Classroom application and practice (5th ed.). New York, NY: HarperCollins College Publishers.

Lemlech, J. K. (1990). Curriculum and instructional methods for the elementary school (2nd ed.). New York, NY: Macmillan Publishing Company.

Linn, R. L. & Gronlund, N. E. (1995). Measurement and assessment in teaching (7th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Lyman, H. (1997). Test scores and what they mean (6th ed.). Needham Heights, NJ: Allyn and Bacon, Inc.

Mager, R. (1962). Preparing instructional objectives. Belmont, CA: Fearon Publishers.

McDaniel, E. (1994). Understanding educational measurement. Dubuque, IA: Brown & Benchmark.

McNeil, J. D. (1996). Curriculum: A comprehensive introduction (5th ed.). New York: HarperCollins Publishers.

Mehrens, W. & Lehmann, I. (1991). Measurement in education and psychology (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich, Inc.

Mitchell, R. & Westerman, J. (1989). Evaluation in the classroom (2nd ed.). Dubuque, IA: Kendall/Hunt Publishing Company.

National Association of State Directors of Teacher Education (1993). Outcome-based standards and portfolio assessment. Dubuque, IA: Kendall/Hunt Publishing Company.

Nitko, A. (1996). Educational assessment of students (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Oliva, P. F. (1992). Developing the curriculum (3rd ed.). New York, NY: HarperCollins Publishers, Inc.

Oosterhof, A. (1994). Classroom applications of educational measurement (2nd ed.). Englewood Cliffs, NJ: Macmillan Company.

Ornstein, A. C. (1990). Strategies for effective teaching. New York: Harper & Row, Publishers.

Payne, D. (1992). Measuring and evaluating educational outcomes. New York, NY: Macmillan Publishing Company.

Popham, W. J. (1993). Educational evaluation (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Shepherd, G. D. & Ragan, W. B. (1992). Modern elementary curriculum (7th ed.). Fort Worth, TX: Harcourt Brace College Publishers.

Slavin, R. (1990). Educational psychology: Theory into practice (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Stiggins, R. (1994). Student centered classroom assessment. New York, NY: Macmillan College Publishing Company.

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World, Inc.

Thorndike, R. M., Cunningham, G. K., Thorndike, R. L., & Hagen, E. (1991). Measurement and evaluation in psychology and education (5th ed.). New York: Macmillan Publishing Co.

Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.

Violato, C., McDougall, D. & Marini, A. (1992). Educational measurement and evaluation. Dubuque, IA: Kendall/Hunt Publishing Company.

Walsh, W. (1989). Tests and measurements (4th ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Wiles, J. & Bondi, J. (1998). Curriculum development: A guide to practice (5th ed.). Columbus, OH: Merrill Publishing Company.

Worthen, B. R., Borg, W. R., & White, K. R. (1993). Measurement and evaluation in the schools. White Plains, NY: Longman Publishing Group.