EDCI 3301 203: Assessment for Instruc Design

Submission of Assignments: Assignments are DUE at the time designated in any announcement/syllabus/assignment instruction. The opportunity to submit your assignment early is welcomed once the dropbox is available. For most assignments, you will be able to resubmit your assignment if the dropbox is still available. I am aware and understand that unexpected circumstances arise and have added a grace period. The grace period is a window of time after the set deadline to submit your assignment to account for any unforeseen issues. The dropbox will close once the grace period has closed. (For example, the deadline is set for Friday at 11:59 PM and the grade period ends Saturday at 12 PM). Assignments not submitted by that time are given a zero (0). You will be given the grade period window of time in class. For more severe extenuating circumstances, communicate with the instructor to make arrangements PRIOR to the due date. Any technical maintenance processes happening thru OIT during the due date is not an excuse. Plan to submit beforehand. 

The policy at TAMIU for absences and make-up work will be followed. No work will be made-up unless you have an excusable absence that is submitted in a timely manner as stated in TAMIU policy and approved by the instructor. Once approval is given, arrangements can be made to make-up and submit the work by the given deadline. Any work submitted after the due date and not approved by the instructor remains a zero (0).

There are 2 ‘checkpoints’ for grades. All assignments and make-up work for the first half of the semester (approximately 7 weeks) must be completed by mid-term deadline. All assignments and make-up work for the second half of the semester (approximately 7 weeks) must be completed by end of the semester deadline (last day of the semester; not during the final exam window). Do not request to make-up work past the due date if not granted permission following the TAMIU attendance/make-up work policy. No assignments will be accepted after the last day of the semester. (see Attendance, Engagement, and Professional Expectations in COE Undergraduate Policies and Class Attendance under Course Policies).

Additional Course Information (e.g., Description of Assignments):

APA. All assignments will follow the APA 7th edition student paper format. It is the student’s responsibility to view all resources provided by the instructor in Blackboard and research the information on this particular formatting style. The expectation is not to memorize the format, but to use the references to guide your formatting and citation requirements as needed. Points will be deducted for improper use in all assignments. Not using in-text citations or not listing references is considered plagiarism and will be affect your grade. In addition, be extremely mindful of your writing, the sources you use, and the format for citations and references. Plagiarism can occur even if not intentional for lack of correct citation of sources. Use the resources provided to you in Blackboard and rely on them for every assignment. Your grade can be affected as well as further disciplinary action even if not aware or unintentional (see TAMIU Honor Code:  Plagiarism and Cheating under University Course Policies and Academic Integrity in the COE Undergraduate Policies).

Artificial Intelligence (AI) Tools. Artificial Intelligence (AI) has existed for quite some time and within many of the ongoing apps and systems you already use such as Blackboard, Echo360, and Grammarly. However, since the end of 2022, there have been many generative Artificial Intelligence (Gen AI) tools emerge for various functions whether writing, conversing, video editing, drawing, summarizing, or other functions. Based on data and surveys conducted, the trajectory of using any type of AI will be a vital skill for future careers. As future educators, you will need to know about AI tools for teaching, learning, and assessing. In this course, students will learn about AI and explore various Gen AI apps that will facilitate administrative tasks and student learning. Some sample activities or tasks may include (not limited to these):

• Developing an outline for an essay
• Creating a rough draft or brainstorming ideas for an essay
• Assistance in grammar check or other writing conventions
• Drafting research or other questions for an essay
• Developing essential, higher order questions or drafting in class activities
• Developing a rubric
• Comparing or developing lesson plan drafts or activities
• Assistance in any of the formal, submitted, graded written assignments listed in for this course

For the course, students are encouraged to use Gen AI tools (i.e. writing assisted tools like Grammarly or LLMs like Google Gemini) for a variety of assignments in limited form AND in the same manner you would for any other resource. If it is not your original idea, you will need to cite the source regardless of its source such as a book, article, website, other person, or electronic or Artificial Intelligence app. There are few key ideas to emphasize:

• Academic Integrity is a core value at this university that must be upheld even when using Gen AI tools.
• The use of Gen AI is to assist or enhance assignments that are primarily created by the student. It will NOT be used to create the entire assignment.
• The use of Gen AI by a student indicates assistance to the student; therefore, any instance of Gen AI requires a citation in any formal submitted assignment to give credit to this source.
• AI of any type will not be used for selected-response assessments or other quizzes. No cheating.

More information will be provided during the course on proper citation format and other guidelines but generally using the APA 7^th edition citation format will be followed. You must provide the link to the Gen AI chat in your references list. NOT citing Gen AI properly (just like any other source) by the student in any formal, submitted assignment or assessment constitutes a violation of the TAMIU Honor Code and will be reported to the Honor Council with potential consequences. (see TAMIU Honor Code: Plagiarism and Cheating under University Course Policies and Academic Integrity in the COE Undergraduate Policies).

Participation, Attendance, Late Arrivals, and Early Departures: Please refer to Student Absences under University Course Policies at the end. TAMIU’s policy on attendance will be used in this course. Attendance will be recorded in Blackboard. Students are expected to attend every scheduled class meeting. Be prompt. As future educators and professionals, you must be present every class meeting, be on time to every class and scheduled meeting, and stay for the entirety of the course. Roll call will begin promptly at the class start time. Early departures will affect your class participation in any activity/grade. This means you may get a reduction of points or a zero. If you must leave early, you will need to email me BEFORE the day of class to assess if it constitutes a make-up.

Students are expected to have read the material assigned BEFORE class time and be prepared to participate in all class activities and discussions. You must show evidence that you have prepared for class by actively participating in discussions, expressing your opinions, sharing your knowledge and experiences, raising important issues, and formulating questions. You must keep organized and submit assignments on-time. It is of import to note: in this class, there is substantial ongoing in-class participation that is an integral part of this course and course grades. It is the student’s responsibility to keep track of those days. Changes to the due dates may occur at any point at the instructor’s discretion. It is important to note that if there are unforeseen circumstances (ie. COVID-19 pandemic); the instructor will modify to student needs/new schedule.  

For any in-class graded assignments, to receive points/grade for any in-class activities, you must be present in class/in person – no virtual, phone, or other means of communication will be allowed. (For example, you were texting your group or on the phone helping your group will not count toward your grade on the assignment). Only a valid excuse will be taken into consideration for makeup assignments. The TAMIU policy for attendance/absence/make-up work will be followed. (see Attendance, Engagement, and Professional Expectations under COE Undergraduate Policies)

**NOTE: Final Exams are posted and scheduled thru TAMIU registrar’s office. The exam date is listed in the schedule below. Make arrangements now to be available for the exam in person. There will be no exceptions to the final exam date and time. Documented accommodations with the Student Disability Services will be honored. The instructor will determine if any unforeseen emergency is honored/acceptable with documentation provided. You must be present for the date and time of the final exam. If you cannot make it or are absent, you will not take the test and receive a zero (0).

BlackBoard: All assignments will be submitted exclusively through Blackboard. If you have issues with submission, contact OIT for assistance. Always ensure you receive a confirmation or receipt of submission of your assignments. If you did not properly submit, I will not see the assignment and no points will be given; you will receive a zero (0). If I encounter issues with your submission, I send a kind notification that I am not able to view, open, or otherwise grade an assignment. It is your responsibility to check your email for any notification and proceed with correcting the issue. It is the student’s responsibility to frequently login to Blackboard to check folders, course information, announcements, and read assignment instructions. Announcements will always be posted in the announcement area and emailed to you. You can attend trainings by TAMIU’s OIT for further support on Blackboard.  

Respondus LockDown Browser Requirement: This course requires the use of LockDown Browser for online exams.

Respondus Monitor carries a fee. For this course, only the LockDown Browser is needed. However, it is important to note that if there are unforeseen circumstances (ie. COVID-19 pandemic), the instructor will modify this requirement to also include the Monitor app. Watch this short video to get a basic understanding of LockDown Browser. A student Quick Start Guide (PDF) is also available. For more information, visit the TAMIU OIT Respondus website. More information will be available through Blackboard. You may use an iPad or Google Chromebook with Respondus. Other software may be used such as Proctorio depending on device or availability (instructor will make judgement based on situation).

DuoMobile: As a member of the A&M system, you are required to use a two-factor authentication when using any app used by A&M to safeguard your identity. Issues with DuoMobile are the responsibility of the student. Lack of access does not constitute an excuse to not complete assignments. The student must still meet the deadlines accordingly. You may visit or chat with TAMIU’s OIT HelpDesk for support.

Communication: Communication of instructions, announcements, and other reminders will be conducted in person, posted on Blackboard announcements, and sent through email. Responses to questions or concerns will be provided within 24 hours during weekdays and within 48 hours over the weekend. If you need to communicate with me, please follow the student hours to stop by my office, meet virtually, or email me to schedule an appointment. Blackboard messages will not be used. In communicating with me, you must use your TAMIU email and provide the course you are enrolled in. Additionally, if unforeseen circumstances arise where we need to change from F2F or in-person, the use of Blackboard Class Collaborate and Google Voice will also be used for virtual meetings or text messaging. Keep communication open. Please refer to UConnect, TAMIU Email, and Dusty Alert under College of Education Policies.

Classroom and Online Etiquette: Please refer to Classroom Behavior under University Course Policies at the end.

Additionally, exercise positive and effective communicative skills when engaging online and in person. Students must be mindful of the language, tone, and academic responses e-mailed or posted when communicating with the professor or with other students. Students may not copy, distribute, upload to any study site, or share any course images, assignments, guides, or recordings including recorded lectures (if any). This is considered a violation of copyright infringement for intellectual property. Any resources that are created by the instructor are the intellectual property of the instructor. You will need explicit written permission of the instructor to share.

Technology Tools: Living in the 21^st century, we are well aware of the technology that surrounds us. This presents opportunities to interact with and use technology in the classroom to enrich learning and create purposeful and active learning environments to fit everyone’s needs. In the class, we will actively use a variety of technology applications. You are not required to have a laptop but some kind of device like a tablet or mobile device will suffice. Some of the technology applications that are part of the university system may be used such as BlackBoard (and apps within in), Echo 360, Respondus, VoiceThread, TurnItIn, and Hoonuit. Other possible apps used in class will be Google Suite, Microsoft Office 365 apps, Wakelet, Microsoft Education Center/Microsoft Learn. There are many more that will be reference and used depending on the activity and purpose. For specific university-based apps, you can attend trainings by TAMIU’s OIT eLearning team or email the team at elearning@tamiu.edu Additionally, please refer to Technology Issues under College of Education Policies for any help.

Current Course Learning Environment: Currently, Spring 2025 is all face-to-face instruction. There is no TAMIU Flex option nor online option for courses that are face to face. This means you must attend every class time scheduled in person. If you are sick or unable to attend, there is no option to attend virtually. Again, it is important to note that if there are unforeseen circumstances (ie. COVID-19 pandemic); the university may modify the delivery of instruction. No matter if the delivery is changed at any point, you are responsible to view the materials, follow along, and uphold the expectations of the course regardless if remote or F2F. 

WIN Course Designation: This course is a WIN course, which is Writing Intensive. This means that writing and the conventions of writing will have an equal emphasis as the content you are learning. All WIN assignments will be submitted using either TurnItIn or Safe Assign to ensure academic integrity. The assignments are authentic to some of the tasks of a certified educator. You will also be given feedback to improve your writing. If any student is struggling with these assignments, you need to seek assistance with the Academic Center for Excellence. WIN assignments should constitute 50% or more of the course grade.

• The teacher candidate creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence (PPR Standard II)
• The teacher candidate promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage student in the learning process, and timely, high-quality feedback. (PPR Standard III)
• The teacher candidate fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession in accordance with the Texas Education Agency Educator’s Code of Ethics Chapter 247.
• The teacher candidate utilizes evidence-based research to improve Pk-12 student learning.
• The teacher candidate uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.
• The teacher candidate sets significant, challenging, varied, and appropriate learning goals based on the Texas Essential Knowledge and Skills (TEKS) with consideration of STAAR.
• The teacher candidate uses multiple assessment modes and approaches aligned with learning goals (TEKS and STAAR) to assess student learning before, during, and after instruction.
• The teacher candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
• The teacher candidate reflects on his or her instruction and student learning in order to improve teaching practice.

Course Student Learning Outcomes

CSLO 1: The student teacher candidate explores the curriculum basics such as objectives, scope and sequences, categories of learning, lesson planning, alignment, and fundamental five framework.

CSLO 2: The teacher candidate identifies the elements of backwards design and the fundamental five framework.

CSLO 3: The teacher candidate develops culturally relevant and developmentally appropriate lesson plans for all learners aligned to state standards with a well-written learning objective, appropriate assessments, and effectively curated strategies and implemented technology.

CSLO 4: The teacher candidate evaluates various types of evidenced-based assessment types used for continuous support of learning and evidence of mastery.

CSLO 5: The student teacher candidate identifies the process of a thorough grading system, scoring options, and data analysis.

CSLO 6: The student teacher candidate promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage student in the learning process, and timely, high quality feedback.

CSLO 7: The student teacher candidate writes effectively and proficiently about their self-reflections on the topic of study and own teaching practice.   

Other:

Technology Applications EC-12 (2016)

• Standard I. All teachers use and promote creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
• Standard II. All teachers collaborate and communicate both locally and globally using digital tools and resources to reinforce and promote learning. 
• Standard III. All teachers acquire, analyze, and manage content from digital resources.
• Standard IV. All teachers make informed decisions by applying critical-thinking and problem-solving skills. 
• Standard V.  All teachers practice and promote safe, responsible, legal, and ethical behavior while using technology tools and resources.
• Standard VI. All teachers demonstrate a thorough understanding of technology concepts, systems, and operations. 
• Standard VII. Teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

ISTE Technology Standards: Educators

• 2.1 Learner. Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
• 2.2 Leader. Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
• 2.3 Citizen. Educators inspire students to positively contribute to and responsibly participate in the digital world.
• 2.4 Collaborator. Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
• 2.5 Designer. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. 
• 2.6 Facilitator. Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students.
• 2.7 Analyst. Educators understand and use data to drive their instruction and support students in achieving their learning goals.

Citation:  ISTE. (2017). ISTE standards for educators. ISTE. https://www.iste.org/standards/iste-standards-for-teachers

Culturally Responsive Teaching Framework

1. Establishing inclusion—creating a learning atmosphere in which students and teachers feel respected by and connected to one another.
2. Developing attitude—creating a favorable disposition toward the learning experience through personal relevance and choice.
3. Enhancing meaning—creating challenging, thoughtful learning experiences that include student perspectives and values.
4. Engendering competence—creating an understanding that students are effective in learning something they value.

Citation: Wlodkowski, R. J. and Ginsberg, M. B. (September 1, 1995). A Framework for Culturally Responsive Teaching. ASCD (Vol. 53, No. 1).

Teaching Works High Leverage Practices

• Eliciting and interpreting student thinking
• Talking about a student with parents or other caregivers • Providing oral and written feedback to students

Citation: Ball, D.L. and Forzani, F.M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60, 497-511.

Other required lecture materials, articles, videos, or resources will be posted in Blackboard.

Required Materials

• Respondus LockDown Browser
• Wi-Fi enabled device such as smartphone, tablet, laptop
• For certification programs only: Educator program standards │Teacher Competencies │College and Career Readiness Standards

Recommended Textbook(s) and Materials:

• Chappuis, J., Stiggins, R., Chappuis, S. & Arter, J. (2012). Classroom assessment for student learning. Pearson.
• Haynes, A. (2010). The complete guide to lesson planning and preparation. Bloomsbury Publishing Plc. https://ebookcentral.proquest.com/lib/tamiu-ebooks/reader.action?docID=592444&ppg=1

Assignments and Exams: 

All assignments will be submitted exclusively through Blackboard including evidence of in-class assignments. Note: In case of an unforeseen circumstance (e.g. COVID-19), the assignments and number of assignments will remain, but will be modified to fit a remote learning environment. Dates may also change depending on the situation. 

All assignments have explicit instructions posted in Blackboard. All writing assignments include an instruction guide to ensure you follow the directions and process while including any and all additional information needed to be successful. The instruction guide provides examples of APA 7^th edition for student papers for citations and other formatting essentials.

Required; Graded Assignments

• Syllabus Scavenger Hunt Quiz and Confirmation. Individual. The syllabus scavenger hunt quiz will guide you to understand the details and expectations for the course. The confirmation attests that you have read through the course guidelines and understand them. Must complete to view the contents of the course. Hard deadline.
• Academic Integrity Module. Individual. Reviews the expectations of all students to hold academic honesty. Must complete to view the contents of the course. Hard deadline.
• APA 7^th Edition Module. Review the expectations and formatting guidelines of APA 7^th edition.
• Quizzes. Individual. Chapter quizzes to assess your learning that transpire at home. Need Respondus LockDown Browser.
• InfoBase Modules. Individual. Self-paced, modules with a series of videos and quiz (at the end). Complete on your own time. You are required to complete 3 out of the 7 posted. Additional modules may be completed for extra credit.
• Micro Credential Badges: These self-paced, easy online modules offer opportunity to learn more about a specific topic relating to teaching, learning, or assessment with the use of technology. They are offered by Microsoft and Google. Will complete 2 total. You will submit documentation of completion (certificates, badges) at the end of the semester.
• Lesson Plans. Individual. One of the major components to a teacher’s duties is knowing how to plan for instruction by way of lesson planning. A complete instructional guide will be available in LMS.
  • Lesson Plan #1 Part 1 & 2 – Formative. Submitted Complete/Incomplete. Feedback.
  • Lesson Plan #1 Final - Graded

WIN Assignments 

• Assessment Approaches Report. Using the assessment approaches (Frey, 2014, p. 10), students will construct a report identifying each approach, examples, and technology use for each. Examples will be created by student. A complete instructional guide will be available in LMS.
• Lesson Plans. Individual. One of the major components to a teacher’s duties is knowing how to plan for instruction by way of lesson planning. A complete instructional guide will be available in LMS.
  • Lesson Plan #2 Final - Graded
• Learning Goals & Design Reflection. To accompany lesson plan #2. Discuss the purpose and rationale in creating the lesson plan. The focus is on explaining the learning goals, overall design, and assessments decided on. A complete instructional guide will be available in LMS.

Summative Exams

• Mid-Term Exam: Individual. Summative Assessment: Selected Response. Respondus LockDown Browser.
• Final Exam. Individual. Summative Assessment. Selected Response and essay (Course Reflection). Respondus LockDown Browser.

Instructional Approaches/Methodologies Utilized in this Course include:

Lecture, class discussions, collaborative group activities, technology application, active learning strategies.

Final grades in this course are calculated as:

Assignments (128pts)

• Syllabus Scavenger Hunt Quiz and Confirmation (10pts.)
• Academic Integrity Module (8pts)
• Quizzes (4x5pts= 20pts)
• Infobase Modules (3x10pts=30pts)
• Micro Credential Badges (2x10pts=20pts)
• Lesson Plan #1 Final (40pts)

WIN Assignments (220pts w/final exam reflection)

• Lesson Plan #2 (60pts)
• Assessment Approaches Report (100pts)
• Learning Goals & Design Reflection (40pts)

Exams (90pts -reflection)

• Mid-term Exam (40 pts)
• Final Exam – 2 parts (70pts.) = Selected response (50pts) & Course Reflection (20pts) (WIN)

TOTAL: 438points (329pts = 75%)