Overview Assessment and Evaluation
I: Administrative Information II: Course Details
III: Topical Outline(s) Printable Version
|Section I: Administrative Information
Total hours: 42.0
Credit Value: 3.0
Credit Value Notes: N/A
Effective: Spring/Summer 2017
Pre/Co/Equiv Notes: N/A
Course Leader or Contact: N/A
Status: Approved (APPR)
Section I Notes:
This course is offered on-campus. The sessions may include a variety of interactive and engaging activities including discussions, workshops, group activities, role plays, case studies and presentations. Readings, video, and podcasts may be provided online, on Sheridan's Learning and Teaching Environment (SLATE), to support class activities and reinforce material covered during class sessions. Assignment details will be provided in class and on SLATE. Students will need reliable access to the internet.
| Section II: Course Details
Students will learn how to assess and evaluate adult learners within several different modes of learning. A practical application of learning will focus students on their area of teaching to work on a project that will benefit their specific area of specialty. Various strategies and tools of assessment and evaluation will be examined for applicability to the learning context of the participants. Critical thinking and problem solving skill will be developed to assess aspects of evaluation within the current methodologies. The course will be adjusted to the specific needs and interests of the participants.
Course Critical Performance and Learning Outcomes
|This course is an important component of the five compulsory courses that make up the Adult Education program.
Principles and practices in assessment and evaluation will be explored with application to a range of methods used to
measure learning. Students are encouraged to complete this course following EDUC77001 as it provides a
good background for evaluating their own learning.
|By the end of this course, students will have demonstrated the ability to apply evaluation methods within several different adult education contexts.
To achieve the critical performance, students will have demonstrated the ability to:
- Understand valuation principles in both formative and summative evaluation
- Apply formative and summative evaluation methods in the appropriate context.
- Design a variety of evaluation instruments and tools.
- Formulate learning outcomes that are measurable.
- Assess learning outcomes and instrumental objectives.
- Attribute appropriate assessment criteria for course grades.
- Ascertain weight contribution for individual and group assignments.
- Interpret the differences in evaluation methods.
- Apply evaluation methods within lesson, course, and program context.
- Know the importance of evaluating for program outcomes.
Students demonstrate their learning in the following ways:
| ||Evaluation Plan: IN-CLASS|
| ||"How Do You Evaluate" Paper||10.0%|
| ||Formative Assessment Plan||30.0%|
| ||Summative Evaluation Tool||30.0%|
| ||Reflection Paper||20.0%|
Evaluation Notes and Academic Missed Work Procedure:
To encourage behaviours that will help students to be successful in the workplace and to ensure that students receive credit for their individual work, the following rules apply to every course offered within the Faculty of Continuing and Professional Studies.
1. Students are responsible for staying abreast of test dates and times, as well as due dates and any special instructions for submitting assignments and projects as supplied to the class by the professor.
2. Students must write all tests at the specified date and time. Missed tests, in-class/online activities, assignments and presentations are awarded a mark of zero. If an extension or make-up opportunity is approved by the professor as outlined below, the mark of zero may be revised by subsequent performance. The penalty for late submission of written assignments is a loss of 10% per day for up to five business days (excluding weekends and statutory holidays), after which, a grade of zero is assigned. Business days include any day that the college is open for business, whether the student has scheduled classes that day or not.
3. Students who miss a test or in-class/online activity or assignment or fail to submit an assignment on time due to exceptional circumstances are required to notify their professor in advance of the class whenever possible. A make-up test may be supplied for students who provide an acceptable explanation of their absence and/or acceptable documentation explaining their absence (e.g., a medical certificate). All make-up tests are to be written at a time and place specified by the professor upon the student┐s return. Alternately, students may be given an opportunity to earn the associated marks by having a subsequent test count for the additional marks. Exceptional circumstances may result in a modification of due dates for assignments.
4. Unless otherwise specified, assignments and projects must be submitted at the date and time specified by the instructor.
5. Students must complete every assignment as an individual effort, unless the professor specifies otherwise.
6. Since there may be instances of grade appeal or questions regarding the timely completion of assignments and/or extent of individual effort, etc., students are strongly advised to keep, and make available to their professor, if requested, a copy of all assignments and working notes until the course grade has been finalized.
7. There will be no resubmission of work unless this has been previously agreed to or suggested by the professor.
8. Students must submit all assignments in courses with practical lab and field components in order to pass the course.
The course meets the following Ministry of Training, Colleges and Universities requirements:
Prior Learning Assessment and Recognition
PLAR Contact (if course is PLAR-eligible) - Office of the Registrar
| Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Instruction Mode: In-Class
Professor: Multiple Professors
|Required||Textbook||The Art of Evaluation: A Resource for Educators and Trainers, T.J. Fenwick and J. Parsons, 2nd Edition, ISBN 978155071664, 2009|
|Optional||Textbook||Publication Manual of the American Psychological Association, American Psychological Association, 6, ISBN 9781433805592, 2009, Students are expected to refer to the APA manual throughout the course when sourcing information.|
Applicable student group(s): Adult Education Program
Module 1 - Course Orientation
- Assessment and Evaluation: An overview
- Principles of Evaluation
- Impact of evaluation on learner
- READINGS: Chapter 1
Module 2 - Planning Unbiased Evaluation
- Your philosophy of evaluation
- READINGS: Chapter 2-3
Module 3 - Developing Evaluation Criteria
- Criteria definition
- Styles of referencing
- Reliability / validity
- READINGS: Chapter 4-5
Module 4 - Creating Dynamic Assessments
- Methods of assessment
- Elements of marking instruments
- Evaluation rubrics using sound criteria
- READINGS: Chapter 11, Chapter 15
Module 5 - Evaluating for Grades vs. Non-Graded Evaluation
- Strategies and issues in alternative evaluations
- READINGS: Chapter 14
Module 6 - The Evaluation Plan and Instruments
- Key elements
- Creating an evaluation plan
- READINGS: Chapter 6-10
Module 7 - Course Evaluation
- Align learning outcomes with evaluation
- READINGS: Handouts, Internet links provided
Module 8 - Program Evaluation
- Needs, gaps, and audience analysis
- Return on Investment and impact on organizational success
- READINGS: Handouts, pages 33-35
Module 9 - Evaluating Your Teaching Practice
- Reflective Practice = What is it?
- Development of methods to evaluate teaching practice
- READINGS: Chapter 17
Module 10 - Presentations
- One to two weeks of in-class presentations
Module 11 - Future of Evaluation
- Trends in evaluation, teaching practices, personal, and professional growth
- Course wrap up
- Reflect on learners journey with evaluation
- READINGS: Chapter 12-16
All Sheridan policies can be viewed on the Sheridan policy website.
Academic Integrity: The principle of academic integrity requires that all work submitted for evaluation and course credit be the original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects arranged and approved by the professor, or otherwise submitting work that is not the student's own, violates this principle and will not be tolerated. Students who have any questions regarding whether or not specific circumstances involve a breach of academic integrity are advised to review the Academic Integrity Policy and procedure and/or discuss them with the professor.
Copyright: A majority of the course lectures and materials provided in class and posted in SLATE are protected by copyright. Use of these materials must comply with the Acceptable Use Policy, Use of Copyright Protected Work Policy and Student Code of Conduct. Students may use, copy and share these materials for learning and/or research purposes provided that the use complies with fair dealing or an exception in the Copyright Act. Permission from the rights holder would be necessary otherwise. Please note that it is prohibited to reproduce and/or post a work that is not your own on third-party commercial websites including but not limited to Course Hero or OneNote. It is also prohibited to reproduce and/or post a work that is not your own or your own work with the intent to assist others in cheating on third-party commercial websites including but not limited to Course Hero or OneNote.
Intellectual Property: Sheridan's Intellectual Property Policy generally applies such that students own their own work. Please be advised that students working with external research and/or industry collaborators may be asked to sign agreements that waive or modify their IP rights. Please refer to Sheridan's IP Policy and Procedure.
Respectful Behaviour: Sheridan is committed to provide a learning environment that supports academic achievement by respecting the dignity, self-esteem and fair treatment of every person engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan's policy on Harassment and Discrimination, Academic Integrity and other academic policies are available on the Sheridan policy website.
Accessible Learning: Accessible Learning coordinates academic accommodations for students with disabilities. For more information or to register, please see the Accessible Learning website (Statement added September 2016)
Course Outline Changes: The information contained in this Course Outline including but not limited to faculty and program information and course description is subject to change without notice. Any changes to course curriculum and/or assessment shall adhere to approved Sheridan protocol. Nothing in this Course Outline should be viewed as a representation, offer and/or warranty. Students are responsible for reading the Important Notice and Disclaimer which applies to Programs and Courses.
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