Learning Assessment (Required)


Learning Assessment

Shin-Ping Tsai, Ph. D.
Email: sptsai@tea.ntue.edu.tw

Course Objectives:

At the completion of the course, the students will be able to:

  1. Understand principles and theories of tests and assessments.
  2. Understand methods of data gathering and analysis for student learning.
  3. Make thoughtful, ethical, and reasonable decisions about assessments and assessment

Proposed Topics:

  1. Assessment of, for, as learning
  2. Test construction and item analysis
  3. Classical test theory
  4. Reliability and generaliability theory
  5. Validity
  6. Item response theory
  7. Formative assessments and feedback
  8. Performance-based assessments
  9. Portfolio assessments
  10. Curriculum-based measurement
  11. Assessing affective traits
  12. Assessment accommodations
  13. Grading and reporting
  14. Other issues in assessment

Grading:

  1. Class participation (30%)
    Students are expected to attend class and are actively involved in class activities.
  2. Student-led discussion (30%)
    Each student will lead class discussion on the assigned reading.
  3. Individual class project (40%)
    An individual project on test and assessment issues will be developed and implemented throughout the semester.

Required Textbooks:

Linn, R. L., & Miller, M. D. (2012). Measurement and Assessment in Teaching. Upper Saddle River, NJ: Prentice Hall.

References:

  1. AERA, APA, & NCME. (2014). Standards for educational and psychological testing. Washington DC: American Educational Research Association.
  2. Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Prospect Heights, IL: Waveland Press.
  3. Anastasi, A. & Urbina, S. (2009). Psychological testing. Upper Saddle River, NJ: Prentice Hall.
  4. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
  5. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Berkshire, England: Open University Press.
  6. Brennan, R. (2009). Elements of generalizability. Iowa City, IA: ACT publications.
  7. Cronbach (1971). Test validation. In R. L. Linn (Ed.), Educational measurement. Washington, DC: American Council on Education.
  8. Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184-192.
  9. Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Newbury Park, CA: Sage.
  10. Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum Associates.
  11. Gregory, R. J. (2013). Psychological testing: History, principles, and applications. Needham Heights, MA: Allyn & Bacon.
  12. Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. Newbury Park, CA: Sage.
  13. Linn, R. L. (1993). Educational measurement. Phoenix, AZ: The Oryx Press.
  14. McMillan, J. H. (2013). Classroom assessment: Principles and practice for effective instruction. Needham Heights, MA: Allyn and Bacon.
  15. Messick (1989). Validity. In R. L. Linn (Ed.), Educational measurement. New York: Macmillan.
  16. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.), (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academic Press.
  17. Tindall, G., & Haladyna, T. (2002). Large scale assessment programs for all students. Monterey, Mahwah, NJ: Lawrence Erlbaum Associates.
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