Course Syllabus
Contact Information
Corey Peltier
Assistant Professor
Department of Educational Psychology
Office Hours: 12-1pm on Tuesday & Thursday. Please feel free to email me to set up an alternative time as well.
Phone: 401.487.0921
Email: coreypeltier@ou.edu
Live Session: 1pm to 3:15pm on Monday, Tuesday, Wednesday, Thursday
Zoom link: https://oklahoma.zoom.us/j/98038259845
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Prerequisites
Graduate standing
Course Materials
- Spinelli, C. G. (2021). Classroom assessment for students in special and general education (3rd Ed.). Pearson.
- Hosp, M. K., Hosp, J. L., Howell, K. W. (2014). The abcs of cbm: A practical guide to curriculum-based measurement (2nd Ed.). The Guilford Press.
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Reading Check-Ins | For each synchronous class period, reading and video materials will be assigned. Students will complete a brief activity related to assigned readings. | 12 (12%) |
| Class Participation | For each synchronous class period, students will earn credit for attending and participating in class activities. | 12 (12%) |
| Asynchronous Class Activities | We will have three asynchronous class periods during the semester. For each asynchronous class activity, students will need to read and watch assigned materials and complete course activities related to the assigned materials. | 9 (9%) |
| Assessment Paper | The assessment paper will focus on student's ability to identify the critical use of assessment to inform intervention along with how to determine the reliability and validity of data to inform these decisions. | 7 (7%) |
| Discussion Board | Discussion boards will build an opportunity for all to reflect on their own experience and observations of assessment practices within school settings. The goal is to connect course content to practice. | 15 (15%) |
| Curriculum-Based Measurement Report | Given a case study, students will complete an assessment report to document a student's progress in reading and mathematics through the use of curriculum-based measures. |
15 (15%) |
| Assessment Report | Given a case study, students will complete an assessment report to document a student's present level of academic performance, identify appropriate annual goals, identify how these goals will be measured, and recommend instructional programming to support the student to achieve these goals. | 15 (15%) |
| Final Exam | We will complete a summative final exam that reviews all course content. | 15 (15%) |
| Total |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Course Engagement and Participation
Four major assignments all focus on student active engagement in the course.
- The first assignment(s) are reading check-ins and are worth 12% of the final grade. Students will complete 12 reading check-ins during the semester. The assigned readings and videos are selected because they contribute to the course content and actively engaging with the material will support in-class participation and the completion of other assignments,.
- The second assignment(s) are class participation and are worth 12% of the final grade. We will have 12 synchronous class sessions during the semester. Attending class and actively participating in course sessions (e.g., group work, chat questions, asking questions) will contribute to learning.
- The third assignment(s) are asynchronous class sessions and are worth 9% of the final grade. We will have 3 asynchronous class sessions during the semester. The asynchronous modules were selected because they directly build upon synchronous course sessions and dig deeper into the content.
- The fourth assignment(s) are discussion boards and are worth 15% of the final grade. We will have 3 discussion boards (Week 1, Week 2, Week 3). The focus of the discussion board is to build collaborative dialogue amongst colleagues on how course content reflects with practice.
Assessment Reports
Two major assignments focus on student's ability to score and evaluate data collected from assessments to inform instructional programming.
- The first assignment is the Curriculum-Based Measurement Report and is worth 15% of the final grade. The focus of this assignment is for students to practice scoring, interpreting, and making decisions of student responsiveness to instructional programming.
- The second assignment is the Assessment Report and is worth 15% of the final grade. The focus of this assignment is for students to practice scoring and interpreting assessment data. These data will be used to identify the present level of academic performance, write appropriate annual goals, identify how to measure progress towards annual goals, and identify instructional programs to support progress towards goals.
Assessment Paper
- One major assignment is the Assessment Paper and is worth 7% of the final grade. The focus of this assignment is for students to synthesize their understanding of course content to identify (a) how assessments are used in schools, (b) the role assessments can play in informing instruction, and (c) identify critical issues related to the administration, scoring, and selection of assessments to provide useful data.
Final Exam
- One major assignment is the Final Exam and is worth 15% of the final grade. The focus of this assignment is to aim to evaluate student mastery of critical course content.
Course Policies
Communication
Please email me (coreypeltier@ou.edu)! I am a support for your success in achieving the goals of the course. My goal will be to respond within 24hrs. I am also available to meet via Zoom or Phone to discuss course content during office hours or at another set time.
Feedback
I will aim to provide feedback on reading frames, class participation, and asynchronous class activities within 24hrs of the due date. For discussion boards, I will aim to provide feedback during class participation and final feedback provided within 48hrs of the closure of the discussion board. For larger class activities (i.e., assessment report, CBM report, assessment paper), I will aim to provide feedback within 72hrs of the due date.
For larger class assignments, students are encouraged to reach out to the instructor for feedback prior to submitting. We will have time in class designed to receive peer feedback but seeking additional feedback from me is welcomed!
Late Policy
Generally, late work will not be accepted for credit. However, if an unforeseen circumstance may inhibit your ability to submit work by the due date please contact me so we can identify an agreeable plan.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events.
If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.
The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").
You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).
Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.
For more information, please visit the Institutional Equity Office.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Course Summary:
| Date | Details | Due |
|---|---|---|