OTL541K: Evaluation and Assessment
DR. RICKY ADAMS
otl541k_cv_syllabus.pdf
OTL541K: Evaluation and Assessment Credit Hours: 3
Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on
well as your study style and preferences. You should plan to spend 10
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, a
Course Description and Outcomes
Course Description:
Examination of methods and techniques for evaluation and assessment of learning in Pre
focus on instructional improvement and student achievement. Students who take OTL541K will not be able to
apply this credit towards any program requiring OTL541. Recommended Prior Course: None
Course Overview:
This course will examine methods and techniques you can immediately implement to evaluate and asses your students’
learning. It will also focus on how to gather and report data and then how to use that data to focus on instructional
improvement and student achievement.
Throughout the course you may recognize some repetition of the material from other OTL courses. The idea is that you will
delve deeper into the topics presented in your subsequent classes, as you progress in your program. The content that is
repeated is important enough to merit the repetition because of its relevance to effective educational practices.
Course Learning Outcomes:
1. Justify assessment approaches, models, and designs. 2. Consider methods, strategies, tools, and issues involved in designing and managing assessments. 3. Design effective assessments. 4. Combine the most appropriate types of assessment feedback to achieve targeted instructional
outcomes.
5. Create an effective way to display assessment data in order to use it to guide instructional decisions.
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on
your time carefully and keep an open line of communication with your instructor.
problems, problems with your assignments, or
instructor know as soon as possible.
and Assessment
credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
expect to spend on each course will vary based upon the weekly coursework, as
well as your study style and preferences. You should plan to spend 10-
week in each course reading material, interacting on the discussion boards, writing
papers, completing projects, and doing research.
Course Description and Outcomes
Examination of methods and techniques for evaluation and assessment of learning in Pre-K
focus on instructional improvement and student achievement. Students who take OTL541K will not be able to
apply this credit towards any program requiring OTL541. Recommended Prior Course: None
chniques you can immediately implement to evaluate and asses your students’
learning. It will also focus on how to gather and report data and then how to use that data to focus on instructional
u may recognize some repetition of the material from other OTL courses. The idea is that you will
delve deeper into the topics presented in your subsequent classes, as you progress in your program. The content that is
the repetition because of its relevance to effective educational practices.
Justify assessment approaches, models, and designs.
Consider methods, strategies, tools, and issues involved in designing and managing assessments.
Combine the most appropriate types of assessment feedback to achieve targeted instructional
Create an effective way to display assessment data in order to use it to guide instructional decisions.
rompt and consistent attendance in your online courses is essential for your success at CSU
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
ike to drop a course, please contact your advisor.
nline classes have deadlines, assignments, and participation requirements just like on-campus classes.
your time carefully and keep an open line of communication with your instructor. If you are having technical
problems, problems with your assignments, or other problems that are impeding your progress, let your
credit course, offered in accelerated format. This means that 16 weeks of
material is covered in 8 weeks. The exact number of hours per week that you can
each course will vary based upon the weekly coursework, as
-25 hours per
week in each course reading material, interacting on the discussion boards, writing
K-12 settings with a
focus on instructional improvement and student achievement. Students who take OTL541K will not be able to
apply this credit towards any program requiring OTL541. Recommended Prior Course: None
chniques you can immediately implement to evaluate and asses your students’
learning. It will also focus on how to gather and report data and then how to use that data to focus on instructional
u may recognize some repetition of the material from other OTL courses. The idea is that you will
delve deeper into the topics presented in your subsequent classes, as you progress in your program. The content that is
the repetition because of its relevance to effective educational practices.
Consider methods, strategies, tools, and issues involved in designing and managing assessments.
Combine the most appropriate types of assessment feedback to achieve targeted instructional
Create an effective way to display assessment data in order to use it to guide instructional decisions.
rompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus.
Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some
campus classes. Budget
If you are having technical
problems that are impeding your progress, let your SA MP
LE
Course Materials
Textbook Information is located in the CSU
Course Schedule
Due Dates
The Academic Week at CSU-Global begins on Monday and ends the following Sunday.
• Discussion Boards: The original Responses posted by Sunday 11:59 p.m.
• Critical Thinking Activities: Assignments are due Sunday at
Week # Readings
1 • See resources embedded in Module 1
2 • See resources embedded in Module 2
3 • See resources embedded in Module 3
4 • See resources embedded in Module 4
5 • See resources embedded in Module 5
6 • See resources embedded in Module 6
7 • See resources embedded in Module 7
8 • See resources embedded in Module 8
Assignment Details
This course includes the following assignments/projects:
Module 1
Critical Thinking: Assessment Inventory
In this assignment you will identify assessments that are used by your state, district, school, and grade level team
to determine student academic progress.
Present the findings using this assessment inventory template. In addition, complete a 1
of assessments available for measuring student progress and learning. Support your reflection with 2
based assessment supported practices.
Submit both documents for feedback.
Textbook Information is located in the CSU-Global Booklist on the Student Portal.
Global begins on Monday and ends the following Sunday.
riginal post must be completed by Thursday at 11:59 p.m.
11:59 p.m. MT. Late posts may not be awarded points.
Assignments are due Sunday at 11:59 p.m. MT.
Readings Assignments
resources embedded in Module 1 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 2 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 3 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 4 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 5 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 6 • Discussion (25 points) • Critical Thinking (
See resources embedded in Module 7 • Discussion (25 points)
See resources embedded in Module 8 • Discussion (25 points) • Portfolio (350 points)
This course includes the following assignments/projects:
Assessment Inventory (60 points)
In this assignment you will identify assessments that are used by your state, district, school, and grade level team
to determine student academic progress.
sessment inventory template. In addition, complete a 1-2 page reflection of types
of assessments available for measuring student progress and learning. Support your reflection with 2
based assessment supported practices.
for feedback.
11:59 p.m. MT and Peer
Late posts may not be awarded points.
Assignments
Discussion (25 points)
Critical Thinking (60 points)
Discussion (25 points)
Critical Thinking (50 points)
Discussion (25 points)
Critical Thinking (85 points)
Discussion (25 points)
Critical Thinking (85 points)
Discussion (25 points)
Critical Thinking (85 points)
Discussion (25 points)
Critical Thinking (85 points)
Discussion (25 points)
Discussion (25 points)
Portfolio (350 points)
In this assignment you will identify assessments that are used by your state, district, school, and grade level team
2 page reflection of types
of assessments available for measuring student progress and learning. Support your reflection with 2-3 research-SA MP
LE
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements, including a Title and Reference page for all Critical Thinking assignments. Remember to add a CSU-
Global formatted title page and APA formatted Reference page (if sources are cited) to all of your Critical Thinking
assignments.
Differentiation Ideas:
• Pre-service Teacher: If you are not currently teaching, for the Module 1 assignment, research the state
department of education and district website for where you want to teach to find out which assessment
tools are recommended. Here are some alternatives to pursue in order to complete Module 3, 4, and 5's
CT assignment: Volunteer in a local school and collaborate with a partner teacher on a lesson that either
you or your partner teacher could deliver in Week 5; implement this lesson during instruction in an
alternative settings (e.g., internship, tutoring, Sunday school class, with your own children, neighbors,
after school programs, etc.). Try to make this a networking opportunity for future employment
possibilities!
• Principal: Coach a teacher or a group of teachers on implementing the assessment and feedback in Weeks
3, 4, and 5. Then, collaborate with one teacher for submission of the specific assignments as
documentation of your professional coaching. Complete all assignments and your final Portfolio Project
based on this collaboration.
PLANNING AHEAD: review Module 3, 4, and 5's assignments because they will require implementation with
students in Module 5. That will require that you plan ahead to align the assignments in these modules with
content being taught in Week 5 of this course.
Module 2
Critical Thinking: State Level Data Analysis of Student Performance (50 points)
Use the Colorado Department of Education School View website --or your state or country’s resources instead -- to
analyze district- or school-level student growth data, in at least one grade level and content area, to determine
student performance strengths and weaknesses.
For this assignment, present the findings in a 1-page professional summary for community stakeholders, including
a graph of the data. In addition, complete a 1-2 page reflection of your actions that includes challenges and
successes around your learnings from this week. Support your actions with 2-3 research-based practices (e.g., the
student achievement data, communicating with parents, etc).
Combine both requirements into one document to submit for feedback.
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page (if sources
are cited) to all of your Critical Thinking assignments.
Module 3
Critical Thinking: Performance Rubric (85 points)
In this assignment you will:
A. Choose one state, district, or common core standard to unpack in order to identify the concept(s), idea(s), and skill(s) for something that students must learn in order to master the standard
B. Create a rubric that clearly articulates those expectations. It needs to be a standard that will be taught to students during Module 5 because in Module 5 you will be required to use the rubric you design in this
Module with students.
To complete this assignment you need to: SA MP
LE
1. List the standard and the identification of the concept(s), idea(s), and skill(s) for something that students must learn in order to master the standard.
2. Create an analytic rubric that identifies the levels of performance for each criterion needed to meet proficiency on the target standard and which clearly articulates the expectations of learning for each
criterion.
3. Complete a 1-2 page reflection of your actions including challenges, and successes around your learnings from this week. Support your actions with 2-3 research-based practices.
Combine the 3 requirements into one document to submit for feedback.
Differentiation Ideas:
• Pre-service Teacher: If you are not currently teaching, here are some alternatives to pursue in order to complete Module 3, 4, and 5's CT assignment: Volunteer in a local school and collaborate with a partner
teacher on a lesson that either you or your partner teacher could deliver in Week 5; implement this lesson
during instruction in an alternative settings (e.g., internship, tutoring, Sunday school class, own children,
neighbors, after school programs, etc.). Try to make this a networking opportunity for future employment
possibilities!
• Principal: Coach a teacher or a group of teachers on implementing the assessment and feedback in Weeks 3, 4, and 5. Then collaborate with one teacher for submission of the specific assignments as
documentation of your professional coaching. Complete all assignments and your final Portfolio Project
based on this collaboration.
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page (if sources
are cited) to all of your Critical Thinking assignments.
Module 4
Critical Thinking: Feedback Worksheet and Student Goal Setting (85 points)
This assignment is based on the analytic performance rubric developed in Module 3. This assignment has three
parts and includes:
1. Creating a way for students to use the feedback that they will be provided to set learning goals for
themselves (i.e., add a column to the rubric for student self-assessment). These learning goals should be
directly aligned to the standard and support students’ learning advancement to the next level on the
performance criteria.
2. Designing an error analysis worksheet for students to use where an explanation can be provided for a
skill(s) they are struggling with in becoming proficient on the standard.
3. Developing a way for students to track progress on their learning goals.
4. Complete a 1-2 page reflection of your actions including challenges, and successes around your learnings
from this week. Support your actions with 2-3 research-based practices.
Combine all 4 requirements into one document to submit for feedback.
In Module 5 you will implement requirements 1-3 with students.
Differentiation Ideas:
• Pre-service Teacher: If you are not currently teaching, here are some alternatives to pursue in order to
complete Module 3, 4, and 5's CT assignment: Volunteer in a local school and collaborate with a partner
teacher on a lesson that either you or your partner teacher could deliver in Week 5; implement this lesson
during instruction in an alternative settings (e.g., internship, tutoring, Sunday school class, own children,
neighbors, after school programs, etc.). Try to make this a networking opportunity for future employment
possibilities!
• Principal: Coach a teacher or a group of teachers on implementing the assessment and feedback in Weeks
3, 4, and 5. Then, collaborate with one teacher for submission of the specific assignments as SA
MP LE
documentation of your professional coaching. Complete all assignments and your final Portfolio Project
based on this collaboration.
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page (if sources
are cited) to all of your Critical Thinking assignments.
Module 5
Critical Thinking: Using Feedback to Encourage Effort (85 points)
For this assignment you are going to implement the requirements of the Critical Thinking Assignments from
Modules 3 and 4.
Implementation requirements for this assignment include:
1. Provide students with actionable feedback this week on their learning by using the analytic performance
rubric developed in Module 3.
2. Have students self-assess their learning using the method developed in Module 4.
3. Have students complete an error worksheet developed in Module 4.
4. Provide time in class for students to analyze the feedback and develop learning goals for themselves.
These learning goals should support their advancement to the next level of performance. Have students
begin to track their progress on the learning goals.
5. Have students track their progress on their learning goals over the next week.
6. Complete a 1-2 page reflection of your actions, including challenges and successes around your learnings
from this week. Support your actions with 2-3 research-based practices.
Combine a scanned example for one student of requirements 1-3 into one document and the reflection to submit
for feedback.
In Module 6 you will analyze the students' progress and determine next steps, so make sure you have them track
their progress on their learning goals over the next week.
Differentiation Ideas:
• Pre-service Teacher: If you are not currently teaching, here are some alternatives to pursue in order to
complete Module 3, 4, and 5's CT assignment: Volunteer in a local school and collaborate with a partner
teacher on a lesson that either you or your partner teacher could deliver in Week 5; implement this
lesson during instruction in an alternative settings (e.g., internship, tutoring, Sunday school class, own
children, neighbors, after school programs, etc.). Try to make this a networking opportunity for future
employment possibilities!
• Principal: Coach a teacher or a group of teachers on implementing the assessment and feedback in
Weeks 3, 4, and 5. Then, collaborate with one teacher for submission of the specific assignments as
documentation of your professional coaching. Complete all assignments and your final Portfolio Project
based on this collaboration.
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page (if sources
are cited) to all of your Critical Thinking assignments.
Module 6
Critical Thinking: Coach Students to Mastery (85 points)
For this assignment you will:
1. Analyze the error worksheets and/or progress of students on their learning goals and identify content
areas and skills that need to be reinforced and factors that may interest or motivate students. SA MP
LE
2. Use the learning data to decide on steps for continual improvement – small group, more practice,
reteach, move to next concept, etc.
Assignment submission requirements include:
1. 1 page professional summary of the analysis of the student performance data, including a graph or
table to view data patterns graphically and next steps for continual improvement.
2. 1 page plan of professional action that includes grouping, materials, and instructional strategy ideas.
Support the ideas on this 2nd page with research.
3. Complete a 1-2 page reflection of your actions including challenges and successes around your learnings
from this week. Support your actions with 2-3 research-based practices.
Combine all 3 requirements into one document to submit for feedback.
Differentiation Ideas:
• Pre-service Teacher: If you are not currently teaching, here are some alternatives to pursue in order to
complete Module 3, 4, and 5's CT assignment: Volunteer in a local school and collaborate with a partner
teacher on a lesson that either you or your partner teacher could deliver in Week 5; implement this
lesson during instruction in an alternative settings (e.g., internship, tutoring, Sunday school class, own
children, neighbors, after school programs, etc.). Try to make this a networking opportunity for future
employment possibilities!
• Principal: Coach a teacher or a group of teachers on implementing the assessment and feedback in
Weeks 3, 4, and 5. Then, collaborate with one teacher for submission of the specific assignments as
documentation of your professional coaching. Complete all assignments and your final Portfolio Project
based on this collaboration.
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page
(if sources are cited) to all of your Critical Thinking assignments.
Module 8
Portfolio Project: Growth Orientated and Actionable Assessment Feedback (350 Points)
The use of templates can save educators time by being able to add/delete information to the document, as
needed, versus having to start from scratch in creating one. Compile and design templates that can be used for the
following, making sure to use the feedback and ideas you received from your instructor and fellow students
throughout this course in your design:
1. Growth Oriented Feedback and Student Goal Setting:
• Rubric template – performance, including student self-assessment
• Rubric template – procedural, including student self-assessment
• Student Worksheet Template for Reflecting Strengths and Weaknesses
• Error Worksheet Template
• Student Goal Setting Template.
In addition to the templates, the portfolio also includes:
2. A minimum of 8 formative assessment ideas and an implementation process summary appropriate for
grade level and content area (e.g., ticket out the door-process: have students write question they still
have on sticky notes and stick them to door on way out of room).
3. Complete a 2-3-page reflection of your planned professional actions in assessing and supporting
achievement growth for ALL students. All of your planned actions must be supported with 2-3
research-based practices.
SA MP
LE
Ensure your assignment is well written, organized and adher
Requirements. Remember to add a CSU
Course Grading
20% Discussion Participation
45% Critical Thinking Activities
35% Final Portfolio Paper
In-Classroom Policies
For information on late work and Incomplete grade policies,
and Guidelines or the Academic Catalog for comprehensive documentation of CSU
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
academic dishonesty, plagiarism, reusing
APA Requirements for percentage of repurposed work that can be used in an assignment)
possession of academic materials, and unauthorized collaboration. The
on how students can avoid plagiarism by understanding what it is and how to use
resources.
Citing Sources with APA Style
All students are expected to follow the
(based on the APA Style Manual, 6th edition)
review the APA resources within the CSU
document should also be provided within most assignment descriptions on your course’s Assignments page.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
respectful, and professional manner. All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the
instructor and classmates. This includes, but is not limited to
Ensure your assignment is well written, organized and adheres to CSU-Global Guide to Writing and APA
Requirements. Remember to add a CSU-Global formatted title page and APA formatted Reference page.
20% Discussion Participation
45% Critical Thinking Activities
Grading Scale and Policies
A 95.0 – 100
A- 90.0 – 94.9
B+ 86.7 – 89.9
B 83.3 – 86.6
B- 80.0 – 83.2
C+ 75.0 – 79.9
C 70.0 – 74.9
D 60.0 – 69.9
F 59.9 or below
For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies
or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
reusing /re-purposing your own work (see CSU-Global Guide to Writing and
for percentage of repurposed work that can be used in an assignment), unauthorized
unauthorized collaboration. The CSU-Global Library provides
can avoid plagiarism by understanding what it is and how to use the Library and
tudents are expected to follow the CSU-Global Guide to Writing and APA Requirements
(based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please
within the CSU-Global Library under the “APA Guide & Resources” link
ent should also be provided within most assignment descriptions on your course’s Assignments page.
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
How will the person on the other end read the words?
ree of harassment, stalking, threats, abuse, insults or humiliation toward the
instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic,
Global Guide to Writing and APA
Global formatted title page and APA formatted Reference page.
Grading Scale and Policies
Classroom Student Policies
Global institutional policies.
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other
work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating
Global Guide to Writing and
, unauthorized
ibrary provides information
ibrary and Internet
equirements when citing in APA
Global APA style, please
under the “APA Guide & Resources” link. A link to this
ent should also be provided within most assignment descriptions on your course’s Assignments page.
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous,
All posts and classroom communication must be conducted in accordance
with the student code of conduct. Think before you push the Send button. Did you say just what you meant?
ree of harassment, stalking, threats, abuse, insults or humiliation toward the
demeaning written or oral comments of an ethnic, SA
MP LE
religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or
intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.
SA MP
LE
