TAL 652: Assessment of Human and Organizational Learning

Fall 2023

Instructor: Khitam Azaiza Office Location: Virtual/Zoom*

Email: k.azaiza@miami.edu Office Hours: Every Tuesday
Phone: 305-284-2710 6:00- 7:00 PM EST

*Note: See scheduled zoom links in blackboard for our weekly office hour session.

Course Description
This course provides an overview of the assessment of learners and programs in
educational, business, workplace, and informal settings. Topics include classroom-
based assessment, high-stakes assessment in educational settings, testing for job
placement and certification, and program evaluation.

Course Objectives
At the completion of this course, you should be able to:
1. Analyze the affordances and constraints of testing for different purposes
2. Interpret different theoretical perspectives on assessment
3. Develop high quality assessment items and instruments
4. Prepare and implement program evaluation

Course Materials
Required Reading

You should download/access the following books or reports for free for this course:
• National Research Council (1999). High Stakes: Testing for tracking, promotion,
and graduation. Washington, DC: National Academies Press. Free download at
https://www.nap.edu/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation

• National Research Council (2001). Knowing what students know: The science
and design of educational assessment. Washington, DC: National Academies
Press. Free download at
https://www.nap.edu/catalog/10019/knowing-what-students-know-the-science-and-design-of-educational

• Newcomer, K.E. , Hatry, H.P., & Wholey, J.S. (2015). Handbook of Practical
Program Evaluation. Fourth Edition. Hoboken, NJ: John Wiley & Sons, Inc.
Access from UM library.
 • Pellegrino, J.W. (2014). A learning sciences perspective on the design and use
of assessment in education. In K. Sawyer (Ed.), The Cambridge Handbook of the
Learning Sciences (pp. 233–252; chap. 12). New York: Cambridge University
Press. Access from UM Library.

• Supovitz, J. (2018). Is high-stakes testing working? Retrieved from

https://www.gse.upenn.edu/review/feature/supovitz

Teaching Methods
● Synchronous sessions (not required to attend synchronously): PowerPoint
presentations, and virtual discussions
● Guided tutorials and activities
● Class discussions: via Blackboard and other platforms (e.g., Zoom)

Course Learning Activities

Weekly Activities Due By (EST)

Week 1:
Topic: Program Evaluation - Planning
Reading:
• Newcomer, Hatry, & Wholey (2015) - Part I: Chap. 1,2,3.
Discussion Board:
Wed. 11:59pm
• Submit a Program Evaluation Plan & Logic Model
• Evaluate and respond to peers’ plan Sun. 11:59pm
Reflection Paper: What is a program evaluation? Sun. 11:59pm
Week 2:
Topic: Program Evaluation - Data Collection
Reading:
• Newcomer, Hatry, & Wholey (2015) - Part II, Choose 3 chaps.
Discussion Board:
Wed. 11:59pm
• Submit a Data Collection Plan
• Evaluate and respond to peers’ plan Sun. 11:59pm
Reflection Paper: NA
Week 3:
Topic: High Stakes Testing
Reading:
• NRC (1999). Executive summary & Chap. 2,4,5;
• Supovitz (2018)
Discussion Board:
• Select and analyze a high-stakes test Wed. 11:59pm
 • Evaluate and respond to peers’ analysis Sun. 11:59pm
Reflection Paper: What is a high-stakes test? Sun. 11:59pm
Week 4:
Topic: Assess Learners’ Understanding
Reading:
• NRC (2001). Executive summary & Chap. 1,2,6
• Pellegrino, J.W. (2014). (pp. 233–252; chap. 12)
Discussion Board:
• Design and analyze a diagnostic test Wed. 11:59pm
• Evaluate and respond to peers’ test Sun. 11:59pm
Reflection Paper: What is the foundation of assessment? Sun. 11:59pm
Week 5:
Topic: Program Evaluation - Data Analysis
Reading:
• Newcomer, Hatry, & Wholey (2015) - Part III, Chap. 22,23,24
Discussion Board: Wed. 11:59pm
• Submit a Data Analysis Plan (and tentative results)
• Evaluate and respond to peers’ data analysis Sun. 11:59pm
Reflection Paper: NA
Week 6:
Topic: Program Evaluation - Presentation
Reading:
• Newcomer, Hatry, & Wholey (2015) – Part IV, Chap. 27, 28 and
an additional chap.
Discussion Board:
• Present your Program Evaluation
• Evaluate your peers’ presentation (X2) Wed. 11:59pm
Sun. 11:59pm
Week 7:
Topic: Program Evaluation – Final Report
Assignment
• Final Paper: Final Program Evaluation Report Sat. 11:59pm

DISCLAIMER: The Course Coordinator and/or the Professor reserve the right during the
semester to modify the syllabus, including course policies, class scheduling and course
assignments or requirements.
Grading and Assessment
Assignments and discussion posts will be graded and grades posted during the week
after each particular assignment is due. The grading scale described below will be used
to calculate each student’s final grade. A final grade of “A,” “B,” “C,” “D” or “F” will be all
that is entered into the University of Miami Transcript system.

Percentage of Final
Activity Point Value
Grade

Reflection Paper 180 points

18%
(Weeks 1, 3, & 4) (60 points each)

Discussion Postings 300 points 30%

(Weeks 1,2,3,4,5) (60 points each)

Discussion Responses 100 points

10%
(Weeks 1,2,3,4,5) (20 points each)

Final Project Presentation 150 points 15%

(Week 6)

Peer Evaluation Participation 20 points 2%

(Week 6)

Final Project Report 250 points 25%

(Week 7)

Total 1,000 points 100%

Grading Scale
Percentage Letter Grade Percentage Letter Grade
93–100% A 73-76% C
90-92% A- 70-72% C-
87-89% B+ 67-69% D+
83-86% B 63-66% D
80-82% B- 60-62% D-
77-79% C+ 0-59% F
Course and University Policies

Evaluation of Student Achievement

Student achievement will be based upon evaluation of the assessments on a point
basis. See Grading Scale.

Communication and Feedback

Students are expected to:
● Log on to the course regularly for course materials and submission of
assignments (including discussion posts).
● Respond to emails within 36 hours.
● Participate in discussion boards before due time/day.
● Adhere to assignment deadlines.

Instructors are expected to:

● Log on the course regularly.
● Respond to emails within 36 hours.
● Grade assignments and provide feedback within 7 days.

Assignments
• All papers and assignments must be in current APA format (6/7th ed.) and in a
WORD (.doc or .docx) format only, unless otherwise specified.
• All formal papers are expected to be written in third person, have a title page,
abstract, and reference page, unless otherwise indicated in the assignment.
• All Discussion Board assignments should have citations and references when
appropriate.
• Papers and Assignments must be submitted via Blackboard. No other format will
be accepted. If the Professor cannot open the assignment, it will be considered
late until a copy of the assignment can be provided through Blackboard that can
be accessed.
It is the responsibility of the student to make sure that the file uploaded into
Blackboard to be graded has been uploaded correctly. This means that the paper is
the correct paper to be graded, is formatted correctly, and is able to be opened.
Additionally, it is the responsibility of the student to review any graded papers and
subsequent feedback within one week of the assignment being returned. After that
time, the grade will not be changed for any reason.
 Any submissions that are returned graded will not be able to be resubmitted for any
reason, unless the professor offers the student the opportunity to redo the work for a
reduced grade.

The professor may require a student to re-submit an assignment that fails to meet
minimal standards. The highest score the second submission will receive is a “C”.

Late Assignment Policy

Late assignments or quizzes will only be accepted up to 48 hours late. The first late
assignment or quiz will receive no points off; all subsequent late submissions will
receive 25% off. Please be aware of this policy and ensure technology problems
related to your scanning device or Internet connection do not cause you to have late
submissions.

Course Participation and Discussion Board Posting

I hope you actively participate in this course because I have found this is the best way
to engage you in learning. Here are some guidelines for this course:
• I expect you to complete required readings in preparation for discussions and be
conversant with the material so that discussion is substantive and lively.
• Your participation grade will be based on quality and quantity of your posts, as
well as completion of the assignments.
For specific grading rubric, please see each discussion assignment.

Posting to the Discussion Board:

Note: To make the discussion flow smoothly post your thread within the text box
and not as a Word attachment unless instructor indicates otherwise.
**It is recommended that you write your initial thread in MS Office Word, and then “cut
and paste” it into the text box within the Discussion Board to avoid any technical
difficulties which might end up with your entire assignment disappearing.
Grading Rubrics
Discussion Post & Responses Grading Rubric
Total Points: 80
Discussion Post Rubric
Poor Fair Good Excellent

Coverage 0 – 7.5 8 – 13.5 14-17.5 points 18-20 points

(20 pts) points points
Covering most Covering all of
Covering very Covering of the required the required
few required many of the elements (e.g., elements (e.g.,
elements required responses to responses to
(e.g., elements (e.g., guiding guiding
responses to responses to questions or questions or
guiding guiding components components
questions or questions or listed in listed in
components components instruction). instruction).
listed in listed in
instruction). instruction).
Clarity 0 – 7.5 8 – 13.5 14 – 17.5 18 – 20 points
(20 pts) points points points
Highly
Incoherent; Mainly Coherent; well coherent; very
many coherent; organized and well organized
confusing, some easy to follow and very easy
conflicting, or confusing, for the most to follow.
unorganized conflicting, or part.
statements. unorganized
statements
Depth 0 – 7.5 8 – 13.5 14 – 17.5 18 – 20 points
(20 pts) points points points
Complex,
Very Somewhat Very critical, and
superficial thoughtful thoughtful thoughtful
comments; perspectives perspectives perspectives
repeating that may bring that may likely that actually
other’s views. further stimulate stimulate
discussion. meaningful meaningful
discussion. discussion.
Discussion Responses Rubric
Clarity 0 – 3.5 points 4 – 6.5 points 7 – 8.5 9 – 10 points
(10 pts) points
Incoherent Somewhat Highly coherent
argument(s); coherent Coherent argument(s) with
many argument(s) argument(s) exemplar
confusing with some with well- sentences; no
sentences full confusing organized errors / typos;
of errors / sentences and sentences; very easy to
typos; hard to errors / typos. minor errors / follow.
follow. typos; easy to
follow.
Relevance 0 – 1.5 points 2 – 3 points 3.5 – 4 points 4.5 – 5 points
(5 pts)
Not relevant to Somewhat Relevant to Highly
peers’ points relevant to peers’ points connected to
of view and the peers’ points of view and peers’ points of
topics of the of view and the the topics of view and the
week/course; topics of the the topics of the
no evidence of week/course; week/course; week/course;
reference to some evidence clear strong evidence
course of reference to evidence of of (multiple)
materials. course reference to references to
materials. course course
materials. materials.
Professionalism 0 – 1.5 points 2 – 3 points 3.5 – 4 points 4.5 – 5 points
(5 pts)
Use offensive No Respectful of Respectful of
or demeaning appreciation of others’ points others’ points of
languages; no others’ points of view; view; built upon
appreciation to of view; mostly posted in and
others’ points posted in time. time. acknowledging
of view; not others’
posted in time. contribution;
posted in time.
Reflection Paper Rubric
Total Possible Points: 60
Poor Fair Good Excellent

Coverage 0 – 7.5 points 8 – 13.5 points 14 – 17.5 18 – 20 points

(20 pts) points
Covering very Covering many Covering all of
few required of the required Covering most the required
elements (e.g., elements (e.g., of the required elements (e.g.,
responses to responses to elements (e.g., responses to
guiding guiding responses to guiding
questions or questions or guiding questions or
components components questions or components
listed in listed in components listed in
instruction). instruction). listed in instruction).
instruction).
Clarity 0 – 7.5 points 8 – 13.5 points 14 – 17.5 18 – 20 points
(20 pts) points
Incoherent; Mainly Highly
many coherent; some Coherent; well coherent; very
confusing, confusing, organized and well organized
conflicting, or conflicting, or easy to follow and very easy
unorganized unorganized for the most to follow.
statements. statements part.
Depth 0 – 7.5 points 8 – 13.5 points 14 – 17.5 18 – 20 points
(20 pts) points
Very superficial Somewhat Complex,
reflection. thoughtful Very thoughtful critical, and
repeating perspectives perspectives thoughtful
other’s that may bring that may likely perspectives
perspectives. further stimulate that actually
discussion. meaningful stimulate
discussion. meaningful
discussion.
Final Project Oral Presentation (150 Pts) & Peer Evaluation (20 pts) Rubric

Total Possible Points: 170

Poor Fair Good Excellent

Coverage 0 – 23.5 points 24-41.5 points 42-53.5 points 54 – 60 points

(60 pts) Covering very Covering two of Covering three Covering all of
few required the required of the required the required
elements or did elements with elements with elements with
not cover with depth; depth; depth;
depth; background and background and background and
background and the goal of the the goal of the the goal of the
the goal of the evaluation; evaluation; evaluation;
evaluation describe the describe the describe the
describe the program; data program; data program; data
program data collection and collection and collection and
collection and analysis analysis analysis
analysis methods; methods; methods;
methods key/tentative key/tentative key/tentative
key/tentative findings to date findings to date findings to date
findings to date
Clarity 0 – 23.5 points 24-41.5 points 42-53.5 points 54 – 60 points
(60 pts) Incoherent; Mainly coherent; Coherent; well Highly coherent;
many confusing, some confusing, organized and very well
conflicting, or conflicting, or easy to follow organized and
unorganized unorganized for the most very easy to
statements. statements. part. follow.
Time 0 – 11.5 points 12-20.5 points 21-26.5 points 27 – 30 points
management Too fast or too Using more, or Good pacing; Excellent pacing;
(30 pts) slow; using less, time than good distribution perfect
significantly expected; of time for each distribution of
more, or less, uneven section. time for each
time than distribution of section.
expected. time for each
section.
Peer 0-7.5 points 8 – 13.5 points 14 – 17.5 18 – 20 points
evaluation Covering very Covering many points Covering all of
presentations few required of the required Covering most the required
(20 pts) elements listed elements listed of the required elements listed
under peer under peer elements under peer
evaluation evaluation under peer evaluation
instruction. instruction. evaluation instruction.
instruction.
Written Final Report Rubric
Total Possible Points: 250 pts
Poor Fair Good Excellent

Coverage 0 – 7.5 points 8 – 13.5 14-17.5 points 18-20 points

(20 pts) points
Covering very Covering most Covering all of
few required Covering many of the required the required
elements (e.g., of the required elements (e.g., elements (e.g.,
responses to elements (e.g., responses to responses to
guiding responses to guiding guiding
questions or guiding questions or questions or
components questions or components components
listed in components listed in listed in
instruction). listed in instruction). instruction).
instruction).
Background: 0-11.5 points 12-20.5 points 21-26.5 points 27-30 points
Goals/objectiv
es Lack of or little Fair Good Elaborated
(30 pts) description of description of description of description of
the the the the background
background of background of background of that covers all
the report. the report; the report; aspects.
miss some miss one or
important two important
aspects (goals, aspects (goals,
objectives, objectives,
importance, importance,
etc.). etc.).
Description of 0-19.5 points 20-34.5 points 35-44.5 points 45-50 points
the program to
be evaluated Lack of or little Fair Good Detailed
(50 pts) description of description of description of description of
the program to the program; the program; the program so
be evaluated. missing missing one or that the
several two important audience has
important aspects. all the
aspects. information
needed.
Inclusion of a 0-7.5 points 8-13.5 points 14-17.5 points 18-20 points
logic model of
the program No logic model Fair Good Detailed logic
(20 pts). attached. description of description of model of the
the logic the logic program
model. model; missing reflected in this
 one or two program
important evaluation.
aspects.
Methods 0-19.5 points 20-34.5 points 35-44.5 points 45-50 points
(50 pts)
Lack of or little Fair Good Detailed
description of description of description of description of
the methods the methods the methods the methods
used; others used including used including used including
can’t replicate data collection data collection data collection
the evaluation. and analysis; and analysis; and analysis;
miss several may miss one others can
important or two easily replicate
aspects; others important the evaluation.
have great aspects;
difficulty in others can still
replicating the replicate the
evaluation. evaluation for
the most part.
Results and 0-19.5 points 20-34.5 points 35-44.5 points 45-50 points
discussion
(50 pts) Lack or little Fair Good Logical results,
description of description of description of thoughtful
results, results, results, discussion, and
discussion, discussion, discussion, excellent
and and and recommendatio
recommendati recommendati recommendati ns.
on. on; some on; some
results may results may
contradict with contradict with
data or each methods/data;
other; several some
recommendati recommendati
ons may not ons may not
be be
suitable/feasibl suitable/feasibl
e. e.
Conclusion / 0-11.5 points 12-20.5 points 21-26.5 points 27-30 points
Recommendati
on Lack or little Fair Good Excellent
(30 pts) description of description of description of description of
conclusion/ conclusion/ conclusion / conclusion /
recommendati recommendati recommendati recommendatio
on to stake on to stake on to stake ns to stake
holders. holders. holders. holders.
Online Orientation
The orientation module is meant to introduce you to the UM Blackboard Online
management system and guide you through procedures and processes you will need to
have to help you be a successful online student. None of the orientation is graded, and
the guides will be available through the entire course in case you need to refresh your
knowledge. It is highly suggested you go through this orientation to make sure you are
ready for online learning. Getting behind because you did not take the time to make
sure you knew how to complete each procedure will raise your stress level and
potentially lower your grade.

Disabilities Statement

If you need accommodations, you have the right to have these met, so it’s best to notify
instructors as soon as possible. You can request accommodations and services at the
University of Miami’s Office of Disability Support Services (DSS) for assistance in
arranging accommodations.
You can also visit the Office of Disability Services’ Website.
Communications, Internet, and Access

Technology and Tools

Here are the privacy and accessibility policies of the technology/tools we will be using in
our class.
● BlackBoard [Privacy] [Accessibility]
● Google Drive [Privacy] [Accessibility]
● Genially [Privacy] [Accessibility] partial policy
● Articulate [Privacy] [Accessibility]
● Microsoft [Privacy] [Accessibility]
● Adobe [Privacy] [Accessibility]
● Respondus [Privacy] [Accessibility]
● Flipgrid [Privacy] [Accessibility]
● Kaltura [Privacy] [Accessibility]
● YouTube [Privacy] [Accessibility]
● Softchalk [Privacy] [Accessibility]

Class Discussions, Discussion Board Postings, Assignments and E-Mails

Discussions (virtual) are expected to focus on the discussion topic. The tone and
language used in all forms of communications are expected to be professional,
considerate and courteous. Students must adhere to proper email etiquette when
sending electronic communication. Inappropriate/unprofessional communication will not
be tolerated.
 • As an online student you are required to have access to the Internet and a
University of Miami e-mail address.
• Most communications from the professor will take place via email and through
the Announcements section of the course map.
• All electronic communication from the professor will be directed to the University
of Miami email address of the student.
• Students are responsible for the content of all communications. As such,
students must monitor their University of Miami e-mail accounts frequently and
regularly throughout the course.

It is expected that students will follow the following guidelines when sending e-mail to
faculty or fellow students:

• Use your University of Miami email address only, as others may be filtered for
spam.
• Use subject heading appropriately.
• Include a salutation.
• Include your name and a closing.

The professor will utilize the “Announcements” section of the course regularly to provide
students with information related to the course. Students are advised to check this
section with every log-on, and are expected to review this content.

Academic Honesty: The Code of Conduct

Academic dishonesty is defined to include any form of cheating and/or plagiarism.

Cheating includes, but is not limited to, such acts as stealing or altering testing
instruments; falsifying the identity of persons for any academic purpose; offering, giving
or receiving unauthorized assistance on an examination, quiz or other written or oral
material in a course, or falsifying information on any type of academic record.

Plagiarism is the presentation of written or oral material in a manner which conceals the
true source of documentary material; or the presentation of material which uses
hypotheses, conclusions, evidence, data, or the like, in a way that the students appears
to have done work which he/she did not, in fact do.

Plagiarism is considered a serious offense and will not be tolerated. If you have
questions about using citations, refer to the APA manual (6th ed.). If you are still unsure,
please contact the professor. Professors reserve the right to process papers through
Safe Assign in Blackboard, or Turnitin.com, a web-based service that screens papers
for unoriginal material.

In cases involving academic dishonesty, a failing grade of zero (0) for either an
assignment and/or a course may be administered.
Falsification of information includes any form of providing false or misleading
information, written or oral, in a manner which has the intent or effect of deceiving
authorized university personnel, including members of student conduct panels, or of
altering or falsifying official institutional records. Misrepresentation of oneself or of an
organization as an agent of the University will also be considered a violation of this
section.

Computer Misuse and Dishonesty: The University considers any misuse of its
computer system to be a serious offense. A student may not attempt to degrade the
performance of the computer system, to seek to penetrate its security, or in any way
deprive other users of resources or access to the computer. Further violations include,
but are not limited to, (a) using a computer account belonging to another individual
without the explicit permission of that individual; (b) tampering with the operation of the
University’s computer system including both its equipment and its programs; (c) using
the system for commercial purposes; (d) inspecting, modifying or copying programs or
data without authorization from the owner; and (e) using the electronic formats to send
or display abusive, obscene, or otherwise harassing communications.

The University regulations are very explicit about academic misconduct and cheating.
Please review the University Standards of Personal and Group Conduct.

Click to review the University’s full Academic Honor Code

Attendance Policies

The University of Miami faculty believes that class attendance is vital for students’
success. Attending class regularly increases the acquisition of knowledge, increases the
opportunities for content clarification, and contributes to learning the professional role.
Classroom and clinical attendance is the responsibility of each student, and will be
monitored by the professor who is teaching the course/section. The method for
monitoring attendance is at the discretion of each professor. Attendance will be
monitored in a variety of ways including, but not limited to, noting login dates and course
access via Blackboard’ s Instructor Resources, administering unannounced quick
“surveys” or “assignment checks,” or having a percentage of the course grade for class
participation.

This course is offered completely online. However, students are expected to check the
course website and their university student email at least 2 to 3 times per week, with a
recommended login of 5 times per week to stay current. Students need to complete
their assigned readings, supplemental lectures and learning materials, and assignments
according to the course schedule.

Special Grade Circumstances

The grade “I” (incomplete) is given in exceptional cases if, because of illness or other
reasons beyond the student’s control, the student is unable to complete the
requirements of the course. An “I” may be removed and another grade substituted if the
student completes the course requirements to the instructor’s satisfaction within six
weeks of the beginning of the following semester. If the Incomplete is not removed
within the prescribed period, the “I” will automatically be replaced by an “F” on the
permanent record. It is the student’s responsibility to make arrangements to complete
the course requirements for the removal of the “I”.

The grade “NC” (No Credit) is reserved to for special circumstances. If you are having
difficulty in the course, please contact faculty as soon as possible.

The grade “W” (Withdrawal) is given if a student decides to exit the course within the
first six weeks of the semester. Under extenuating circumstances, a “W” may be given
with approval of the Dean after that time period.

Getting Help

I am happy to help you with any problems or questions you may have related to the
course activities and requirements. The Q&A Board is my preferred method of
communication, as I am frequently online and others can benefit from the
Question and Answer.

For questions of a personal nature (such as grading), please feel free to send me an
email.

When sending an email please be sure to include the following:

Subject Line: TAL652 – “Subject”

Body of Email: Title of assignment and your name

I will check all personal emails, as well as postings on the “Question and Answers”
discussion board at least once each day Monday through Friday.

If you are requesting any type of “Office Hours Appointment”, please do the following:

Send me an email
Include the method of meeting you would like:
• For a Phone call
o Include the phone number where I can reach you.
o Give several choices of time parameters when you’re available.
• Video Conference/Virtual Meeting
o Include at least three different days and times that you are available.
o Once you send me your availability, I will send you an invitation.
Include the Topic or Concern – I may need to find information before getting back to
you. This avoids having to coordinate meetings twice. I will get back to you as soon
as possible.