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Meeting dates and times: online Summer 2013, May 20 – June 28 Location: online using Blackboard t Course Description: This online course investigates current topics in Assessment & Technology in the p-16 environment. Students will cover assessment basics, the role of technology in education, information & knowledge management , and methods for integrating technology into assessment practice. Students will learn about specific cases of technology and assessment and will interact as an online community. As part of the course, students will conduct a project that investigates the use of technology in an educational setting. Goals: The goals of this course are to prepare educators in a variety of roles to become knowledgeable about educational technology and assessment. This includes foundational concepts, strategies and applications as well as future trends in assessment. Learning Outcomes: By the completion of this course – Students will: Understand assessment, evaluation and educational measurement Understand how technology can be used in assessment and evaluation Become a user of assessment data to inform educational practice, policy and stakeholders Apply the assessment knowledgebase to evaluate technology use in a preK-12 setting
Course Prerequisite – Graduate Level Standing
General Course Information
Course Policies/Expectations: The following are necessary for successful completion of this course: • Active participation in class discussions of readings and literature • Completion of readings • Completion of assignments
-2Typically, students should expect to devote 10-15 hours per week in reading required texts and articles, reviewing online lessons and resources, creating and completing assignments, reading and contributing to class discussions. Class discussion should reflect student’s understanding and transfer of concepts contained in lessons and readings. Students should be aware that as an online course, their postings to the class discussion boards and their responses to the input of other students is considered class participation. Attendance Expectations: Active participation in class discussions of readings and literature is expected. Students are expected to visit the Blackboard site at least four times per week. As this is a 6 week course, keeping up with the course pace is important. The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
Contributions in Class: It is expected that participants will complete all lessons in the Blackboard course posted during each week. Participants should also take an active role in class discussions around new information from assigned readings and classroom applications. Participation in discussion board topics must be timely (within each week’s assignments) with multiple postings per week anticipated. Students should expect to log in to the Blackboard course site at least four times per week. Academic Honesty & Professionalism: All students are required to be familiar with and adhere to the “Academic Honesty Policy Procedures” delineated in the most recent edition of “The Cat’s Tale”. (http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf). Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: firstname.lastname@example.org, Instant Messenger: UVMaccess. General office hours: 8:30am – 4:30pm Monday through Friday. Call to make an appointment. Electronic Submissions/Internet Use: This course requires substantial Internet use given its online format. Online lessons include links to resources and readings associated with online lessons. Class discussion is conducted through an online discussion board in Blackboard. All course assignments are submitted electronically via Blackboard. Required Books: There are two books required for this course. Chappuis,J., Stiggins, R., Chappuis, S., & Arter, J., (2012). Classroom assessment for student learning: Doing nd it right-using it well. (2 ed.). Boston: Pearson. ISBN-13: 978-0-13-268588-7 Mayrath,C., Clarke-Midura, J., Robinson, D. & Schraw, G., (2012) Technology-based assessments for 21 century skills. Charlotte, NC: Information Age Publishing, Inc. This book is available in hardcover, paperback or as an e-book.
-3Supplemental Readings: Bains, A., & Parkes, R. J. (2006). Can schools realize the learning potential of knowledge management? Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 32(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/viewArticle/49 Epping, R. (2010). Innovative use of Blackboard® to assess laboratory skills. Journal of Learning Design, 3(3), 32–36. Kirkwood, A., & Price, L. (2008). Assessment and student learning: a fundamental relationship and the role of information and communication technologies. Open Learning, 23(1), 5–16. Landauer, T. K., Lochbaum, K. E., & Dooley, S. (2009). A new formative assessment technology for reading and writing. Theory into Practice, 48(1), 44–52. Salend, S. J. (2009). Technology-Based Classroom Assessments Alternatives to Testing. Teaching Exceptional Children, 41(6), 48–58. Tucker, B. (2009). Beyond the bubble: Technology and the future of student assessment. Education Sector. Retrieved from http://survey-dev.csuprojects.org/uploads/FC/rH/FCrHKcl4fPaqJqDX293XJw/Beyondthe-Bubble.pdf Van Maele, D. (2006). Data use by teachers in high-performing, suburban middle schools to improve reading achievement of low-performing students. University of Pittsburgh. Retrieved from
http://challenger.library.pitt.edu/ETD/available/etd-12302006-154839/ Vendlinski, T., Niemi, D., Wang, J., Monempour, S., & Lee, J. (2005). Improving formative assessment practice with educational information technology. From American Educational Research Association 2005 Annual Meeting. Retrieved from http://www.iiisci.org/journal/CV$/sci/pdfs/P952399.pdf Winslow, J., Dickerson, J., Lee, C. Y., & Geer, G. (2012). Mobile Technologies: Tools for Organizational Learning and Management in Schools. International Education Studies, 5(4), p188.
-4Grading: Criteria for how grades are determined are described in the following sections. Course assessments are performance based and include written and multimedia performance products. Description of Class Assignments:
The following performance tasks and activities will be used to evaluate/assess student performance in this course:
Percentage Contribution of Each Assignment:
Performance Task Technology Reviews Assessment Project Course Reflection Papers Discussion, Collaboration, Attendance Total
Percentage of Grade 20 40 20 20 100%
course topics for each scheduled class meeting date including readings and assignment due dates. (as of 9-25-12)
Week of May 20 Week 1
Topic Assessment Overview
May 27 Week 2
June 3 Week 3
Complex Learning assessment & use of technology Assessment models with mobile and web-based tools Assessment using electronic presentations and portfolios Data and knowledge
June 10 Week 4
June 17 Week 5
Readings and Assignments due Read Chappuis, Chapters 1 & 2 Read Mayrath, Chapters 1,2 &3 Read Kirkwood & Price article Due: week 1 reflection paper Read Chappuis, Chapters 3 & 4 Read Mayrath, Chapters 5 & 7 Read Vendlinski et al article Read Epping article Due: week 2 reflection paper Read Chappuis, Chapters 7 & 8 Read Mayrath, Chapters 10 & 11 Read Salend article Read Winslow et al article Due: week 3 reflection paper Due: technology review for mobile/web-based tools Read Chappuis, Chapter 11 Read Mayrath, Chapter 14 Read Landauer et al article Read Tucker article Due: week 4 reflection paper Due: technology review for presentations/portfolio Read Chappuis, Chapter 9 Read Bains et al article
June 24 Week 6
management with technology Integrating the learning
-5Due: week 5 reflection paper
Read Van Maele article Due: Technology & Assessment Project Course reflection paper
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