|Spring semester 1998||Dr. Necia A. Black
|Wed. 4:10-6:50 PM||Ph 645-3572, 231 Computing
|Clemens 203||Office Hours - by appointment
|TEXTBOOK:||Measurement & Evaluation in Education and Psychology|
|(4th edition, 1991) by Mehrens and Lehmann|
|Wed.||Jan. 21||General comments and concerns||Chapter|
|Wed.||Jan. 28||Norm- and Criterion- Referenced Testing||2||Role of Objectives in Educational Evaluation||3|
|Format for debates - Beth Lesen|
|Wed.||Feb. 4||Guest Lecturer - Michael LeFever|
|Accountability - Testing & Evaluation||21|
|Public Concerns - Future Trends in Evaluation||22|
|Sign up for Presentation or Debate|
|Wed.||Feb. 11||Classroom Testing: The Planning Stage||4|
|The Essay Test: Preparing and Grading||5|
|Wed.||18||Writing- Short-Answer, Matching, T/F||6|
|Writing- Multiple Choice, Context Dependent||7|
|Wed.||25||EXAM #1 (Ch. 1-7) - PLEASE REMEMBER PENCILS|
|Guest lecturer - Beth Lesen|
|Wed.||Mar. 4||Assembling, Reproducing and Analyzing Tests||8|
|Other Teacher-Made Evaluation Procedures||9|
|PRESENTATION - Alternative Assessment|
|Wed.||11||Spring Break - NO CLASS|
|Wed.||18||Describing Education Data||10|
|Norms, Scores and Profiles||11|
|DEBATE - New Standards|
|Wed.||Apr. 1||EXAM #2 (Chap. 8-13) PLEASE REMEMBER PENCILS|
|Wed.||15||Introduction to Standardized Tests||14|
|Standardized Aptitude Measures||15|
|DEBATE - Standardized Tests|
|Wed.||22||Standardized Achievement Tests||16|
|Factors Influencing Measurements of Individuals||19|
|DEBATE - Cultural Bias|
|Wed.||29||EXAM #3 (Ch. 11-16,19) PLEASE REMEMBER PENCILS|
In lieu of receiving a grade of Unsatisfactory, an optional comprehensive exam may be taken, on Wed. May 6th, covering all chapters. This exam grade can also replace one of the regular exams, so if you are not satisfied with one of your exam grade, it is suggested that you take the optional final. Students who miss an exam due to illness or family emergency, will be asked to make up that missed exam by taking the relevant portion of the comprehensive exam. If more than one exam is missed, the entire comprehensive must be taken. The comprehensive will only be given at the time indicated.
Cultural Bias in Testing - There are at least two schools of thought regarding this issue. One is that standardized tests are culturally biased and therefore institutionalize racism along with some other social ills. Another is the controversial argument made popular in the book, The Bell Curve, which, oversimplified, basically asserts that tests cannot be biased. Therefore, documented differences between races/ethnicities is evidence of differing abilities. This will be an issue debated in class.
Standardized Testing - there are two basic extremes. One is that standardized testing is critical because it is norm-referenced and allows for ability and disability to be understood in the context of a child's peers. The other extreme is that standardized testing is useless because it is a snapshot of performance vulnerable to too many confounds. This is another issue that will be debated.
Tests as Standards -- this has been a big issue, especially in Buffalo, since the students have been raised for graduation. With the elimination of local diplomas, students can either get a Regents Diploma or an IEP (Individualized Education Plan) diploma (which is riddled with issues). Some believe that this change will accelerate learning (a "reach for the moon" mentality). Other believe that the change will doom some students to failure who otherwise would have earned local diplomas or the change will necessitate a scaling-down of the regents exams. This will be the third issue debated.
To construct, administer, and fully evaluate the technical merits and weaknesses of a short achievement test.
SPECIFIC REQUIREMENTS: Each individual project must contain the following four sections:
1. Some aspect of grammar -- e.g. punctuation, capitalization, spelling, syntax, etc. -- at high school graduate level.
3. Word Processing
4. Biology or Earth Science
The questions may be written either by you or obtained from another source, but all sources must be fully and properly documented. Including questions which appear to mimic what others have included in their tests is not a good idea.
Included within Section I must be copy of the Answer Key for all 20 questions.
1. When possible, time will be made available during class so that students may work with one or two other students (Please no more than two) to help iron out difficulties or seek critical advice. However, each individual student must hand in and is fully responsible for his/her own "unique" final report (unique test items too). (No bonuses for creative layout).
2. The project will contribute 30% of the final grade and positively must be handed in before class on April 22nd!! Although no class lectures have been scheduled for April 8th so that student may use this time to put finishing touched on their project, the instructor will be available (in her office) for last minute help or questions on the project.
N.B. Projects handed in late will be accepted conditionally or not at all.
Dr. Necia A. Black
Spring Semester, 1998