Unit: Teacher Education

Program: Post Baccalaureate Program

Instructor: Email address: Phone:

Office hours:

Course Title: Pinecrest Post Baccalaureate Curriculum and Assessment

PLU’s: 5

Prerequisites:

SECTION 1: COURSE OVERVIEW

Text:
none

Catalogue Description:
This course is an introduction to the principles of classroom assessment. The design and
utilization of formal and informal assessment methodologies that support effective
instruction will be explored as will the connection between curriculum-assessment.
Students will learn how to develop appropriate classroom assessments for individuals and
groups, investigate standards in their content area, and analyze how to assess
understanding in learners, including higher order thinking. Students will create classroom
assessments that are appropriate for the age and type of learner. In addition, interpretation
of standardized test results and communication of assessment outcomes to students,
administrators, and parents will be addressed.

Purpose of the Course:

Knowledge of assessment is critical to both successful teaching and learning in the
twenty-first century. Teachers must be able to design, administer, and interpret
educational assessment, make data-based instructional decisions for individuals and
groups, and communicate assessment outcomes and instructional goals to a variety of
constituencies. The NGCSU preservice teacher will be prepared to assume the roles of a
Facilitator and Decision Maker who effectively identifies instructional goals based on
assessment outcomes as well as the role of an instructional Leader, who works

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 effectively and collaboratively with administrators, students, and parents to effect
meaningful instruction.

Course Objectives:
The NGCSU Teacher Education Program prepares teachers to demonstrate the following
competencies. Additionally, the NGCSU Teacher Education programs are aligned with
Georgia Framework, a compendium of state and national standards including those
developed by the Georgia Professional Standards Commission (GAPSC), the Georgia
Board of Regents, The Georgia Department of Education (GADOE), The National
Council for Accreditation of Teacher Education (NCATE), the Interstate New Teachers
Assessment and Support Consortium, (INTASC), the National Board for Professional
Teaching Standards (NBPTS).

SECTION 2: COURSE STANDARDS AND EXPECTATIONS

School of Education Conceptual Framework: The Metacognitive Model:

Decision-Maker (D) Facilitator (F) Leader (L)

Assessment Individual Differences Ethical Perspectives

Planning Subject Matter Knowledge Reflections/
Metacognition
Problem-solver Communication Professional Leadership
Methods, Materials, Resources Classroom Management Research and Evaluation

Course Objectives:
Objective/GSTEP Standard Meta model Evaluation Method
Competency

GA-GSTEP-ADV.1.1.2 D, F Performance Based Assessment

Demonstrate knowledge of major concepts Assessment Plan
and assumptions essential to the content
area(s) assigned to teach
Performance Based Assessment
GA-GSTEP-ADV.1.2.2 Purpose and Application of
Understand and use subject specific D, F Assessment
content and pedagogical content Performance Based Assessment
knowledge (how to teach their subjects,
Lee Shulman, 1987).
GA-GSTEP-ADV.1.4.2
Relate content to students’ lives and to D, F, L Performance Based Assessment
one or more other areas of the curriculum Performance Based Assessment
Assessment Plan
GA-GSTEP-ADV.1.5.2
Constantly update and expand on the D, F, L Performance Based Assessment
resources they use, including technology, Assessment Instrument
to continue to learn in the content area(s). Assessment Plan
GA-GSTEP-ADV.1.6.2
Understand and use state and local D, F, L Purpose and Application of
curriculum as guides to teaching and Assessment
learning.

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GA-GSTEP-ADV.2.1.2 F, L Performance Based Assessment
Hold high expectations and support the Assessment Plan
learning of all students.
GA-GSTEP-ADV.2.2.2
F Performance Based Assessment
Demonstrate ongoing and increasing
knowledge of how students learn as
individuals and groups.
GA-GSTEP-ADV.3.1.2 F, L Performance Based Assessment
Create a learning environment in which Assessment Plan
students accept responsibility for their
own learning and respect the learning
needs of others.
GA-GSTEP-ADV.3.2.2 D, F Purpose and Application of
Organize, allocate, and manage time, Assessment
space, activities, technology, software, and Assessment Instrument
other resources to increase active Performance Based Assessment
engagement of students in learning
activities. Performance Based Assessment
GA-GSTEP-ADV.3.4.2 D, F Assessment Instrument
Implement strategies for organizing and Assessment Plan
supporting student learning that are based
on human motivation and behavior. Performance Based Assessment
GA-GSTEP-ADV.4.1.2 Assessment Plan
Use measurement theory to make D, L
instructional decisions and connections
among different types of assessments.
GA-GSTEP-ADV.4.2.2 Performance Based Assessment
D, L Assessment Instrument
Collect and use preassessment data to
select or design appropriate student
learning goals.
GA-GSTEP-ADV.4.3.2 Assessment Instrument
Demonstrate a growing awareness of the D, L Performance Based Assessment
connections between classroom-based
assessment methods and instructional Purpose and Application of
decisions. Assessment
GA-GSTEP-ADV.4.4.2 Performance Based Assessment
Involve learners in self assessment and D, F Assessment Plan
personal goal setting.
Performance Based Assessment
GA-GSTEP-ADV.4.5.2 D, F Assessment Plan
Develop grading procedures that are
aligned with actual student learning.
GA-GSTEP-ADV.4.6.2 Assessment Instrument
Examine assessment data for evidence of D, F, L Performance Based Assessment
student progress and communicate Performance Based Assessment
findings to students, families, colleagues, Assessment Plan
and administrators.
GA-GSTEP-ADV.4.7.2
D, F
Purpose and Application of
Use required resources, including Assessment
available technology/software, to keep Performance Based Assessment
accurate and up-to-date records of student Assessment Instrument
work, behavior, and accomplishments (at
proficient level). Assessment Instrument
GA-GSTEP-ADV.4.8.2
D, F Performance Based Assessment
Use assessment to identify student Assessment Plan
strengths and weaknesses.

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GA-GSTEP-ADV.5.2.2 D, F
Build a complex understanding of Performance Based Assessment
planning that grows out of standards and Assessment Plan
Assessment Instrument
includes increasingly integrated
knowledge of content and curriculum,
students, learning environments, and
assessment.
GA-GSTEP-ADV.5.3.2 D, F Performance Based Assessment
Select and vary instructional strategies Assessment Plan
based on knowledge of the specific
learners in a classroom in order to engage
all students.
Purpose and Application of
GA-GSTEP-ADV.5.4.2 D, F Assessment
Attend to students as learners and adjust
strategies as needed. Performance Based Assessment
GA-GSTEP-ADV.5.6.2
D, F
Develop a repertoire of resources,
materials, and technology/software to
enhance instruction and learning for all
students.
GA-GSTEP-ADV.6.4.2
L Purpose and Application of
Reflect on teaching practice in order to
improve student learning. Assessment
GA-GSTEP-ADV.6.6.2
Explore and establish appropriate and D, F, L Purpose and Application of
meaningful ways to advocate for Assessment
improved curriculum, instruction, learning
environments and opportunities that
support the diverse needs of learners.

Methods of Instruction:
The development of the understanding and demonstration of content, methodologies, and skills and
dispositions identified in the course objectives will be supported through instructor presentations, guided
instruction, cooperative and collaborative learning activities, individual assignments, research reports,
and web based activities.

General Expectations:
North Georgia College and State University is committed to the full inclusion of individuals with
disabilities and the principle of individual rights and responsibilities. To that end, the policies and
procedures of NGCSU reasonably ensure that a person with a disability is not, on the basis of that
disability, denied full and equal access to and the enjoyment of academic programs and co-curricular
activities or otherwise are subjected to discrimination in such programs and activities.
SECTION 3: COURSE INFORMATION

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Accommodation for Students with Disabilities:
North Georgia College & State University (NGCSU) is committed to the full inclusion of individuals
with disabilities and to the principle of individual rights and responsibilities. To receive disability
accommodations, the student should contact the Coordinator of Disability Resources, Office of Student
Disability Resources, Room 122 Barnes Hall. Approval of reasonable accommodations will be made on
a case-by-case basis.

Academic Integrity Policy:

Honor Code: "On my honor, I will not lie, cheat, steal, plagiarize, evade the truth or tolerate those who
do." Suspected violations of the Academic Integrity policy should be referred by students to the
instructor. If the instructor concludes that a violation of the Academic Integrity policy has occurred, the
instructor will either (1) penalize the student and file an incident report with the Academic Integrity
Council or (2) refer the matter directly to the Academic Integrity Council. If an incident report is filed
by the instructor, the instructor will review the completed report with the student and will request that
the student sign the report as an indication that the student is aware of the contents of the report.
Grades of I (Incomplete) are awarded only in cases of serious illness and other significant non-academic
circumstances. The instructor reserves the right to make the final decision with regard to granting a
grade of “I”. Late work will be penalized 10% per day.

Multicultural/Global Component:
Multicultural/global education develops the knowledge, skills, and attitudes that are the basis for
decision making and participation in a world characterized by cultural pluralism, interconnectedness,
and international economic competition. Multicultural/global approaches to education recognize that
teachers must understand the complexity of globalization and develop skills in cross-cultural interaction
if they are to support the development of effective citizens in a pluralistic and interdependent world.
Cross-cultural understanding, respectful behavior and communication, open-mindedness, anticipation of
complexity, resistance to stereotyping or derision of cultural differences and perspectives, knowledge,
and appreciation of other peoples' points of view--are essential in the development of a global
perspective. Teachers in particular bear significant responsibility as a source of powerful influence in the
lives of children and youth to challenge bias in thinking, behavior, curriculum and assessment. NGCSU
preservice and inservice teachers communicate positively and respectfully with individuals without
regard to disability status, socioeconomic, cultural or language background.

Technology Component:
Workbook assignments will be emailed to your Principal by the due dates given below. Certification
candidates will also submit Workbook assignments in LiveText for grading.

Evaluation Methods:
Workbook assignments will be emailed to your Principal by the due dates given below. Certification
candidates will also submit Workbook assignments in LiveText for grading. Rubrics in LiveText will be
used to evaluate all workbook assignments.

Workbook 1: Purpose and Application of Assessment =35 pts

Workbook 2: Assessment Instrument=45 pts
Workbook 3: Performance-Based Assessment and Rubric=20 pts
Total points = 100

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A= 90-100% of possible points
B= 80-89% of possible points
C= 70-79% of possible points
Students making less than a C will have to repeat the class or may be removed from the program at the
discretion of the Post Bac Coordinator. Instructors have the right to change dates or assignments during
the class as needed. Late Assignments: Grades may be reduced by 10% for each day they are past due.

Workbook 1: Purpose and Application of Assessment - due October 16

Students are to write a paper describing and supporting the purposes and applications of assessment in
the classroom. The paper should consider various stakeholders in the assessment process: teachers,
students, parents, schools and counties. Include how state, national, and classroom test results are used.
Read and summarize research related to one of the following topics: formative assessment, summative
assessment, high stakes testing, No Child Left Behind Act (NCLB), standardized testing, or performance
assessment. The paper will be written in APA format and submitted in LiveText. Review the following
website for APA format instructions and examples: http://owl.english.purdue.edu/owl/resource/560/01/

Workbook 2: Assessment Instrument – due August 28

Students will, as a summative assessment, create an assessment instrument to assess student learning
from their content area following the Pinecrest and Georgia Performance Standards (GPS). Identify one
or two standard(s) and their element(s) that could be assessed after a 2 week period. Think carefully
about what you would want your students to learn, because constructing an assessment begins with
identifying your standards and learning outcomes.
Components to submit:

I. Introduction (page 1)
- name
- the topic taught
- the grade level to be taught
- the Pinecrest and state standard/element being assessed
- A list of six or more specific learning outcomes (with a minimum of at least one at each
Bloom level) that will be achieved during instruction.

II. Summative Assessment (page 2 until complete)

Include:
-blanks for student name, date, class period, list of standards tested (numbers/letters only)
-directions for the students in each section including the point value of each question
-25 questions – 5 multiple choice questions, 5 short answer questions, 5 true-false
-questions, 5 matching questions and 5 fill-in-blank sentences. Put the Pinecrest standard
and state standard/element number/letter for the standard tested beside each question.
-2 restricted-response essay questions (answer in 1-3 sentences)
-total point value of the assessment = 100 points (points can vary throughout assessment)
-a separate scoring key listing all the correct answers including restricted-response essay
Review a sample assessment instrument on the Overview in LiveText.
III. Cite resources used (final page) APA format

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Workbook 3: Performance-Based Assessment and Rubric – due September 18
Students will create a Performance-Based Assessment based on the standards chosen in their content
area for Project 2. Students will also create a rubric to measure the progress of the performance-based
assessment.