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ED595A

CRUCIAL ELEMENTS OF THE ASSESSMENT PROCESS

COURSE DESCRIPTION: The role of assessment has grown greatly over the past years.  This course is designed for K-12 teachers to examine the uses of formative and summative assessments in the classroom.  Students will also learn ways to separate behaviors and work habits from the academic evaluation of students.  We will also look at current grading practices and policies, emphasizing standard-based record keeping and grade books and standard-based report cards.

LIST OF REFERENCES CONSULTED:

O’Connor, Ken, (2009), How to Grade for Learning K-12, Third Edition, Thousand Oaks, California: Corwin Press.

O’Connor, Ken, (2011), Repair Kit for Grading: 15 Fixes for Broken Grades. Boston, Massachusetts: Pearson Education Inc.

Stiggins, Rick, Chappuis, Jan, (2008), Classroom Assessment for Learning: Doing It Right, Using It Well. Princeton, New Jersey: ETS.

Westerberg, Tim, R., (2016), Charting a Course to Standards-based Grading: What to Stop, What to Start, and Why It Matters. Alexandria, Virginia: ASCD.

Wormeli, Rick, (2006), Fair Isn’t Always Equal: Assessing and Grading in a Differentiated Classroom. Portland, Maine: Stenhouse Publishers.

Educational Leadership. (December2007/January 2008),  “Informative Assessment,” Volume 65. Alexandria, Virginia: ASCD.

Educational Leadership. (November2011),  “Effective Grading Practices,” Volume 69. Alexandria, Virginia: ASCD.

Educational Leadership. (September 2012),  “Feedback for Learning,” Volume 70. Alexandria, Virginia: ASCD.

INSTRUCTIONAL PROCEDURES:

This course will include cooperative learning, oral presentations, group discussions, web searches and summary writing.

COURSE OUTLINE:

              SESSION ONE:

  1. Formative and Summative Assessments discussion and small group activity identifying the types of assessments
  2. Involving the students in the assessment process – whole group
  3. “Seven Keys to Effective Feedback” Grant Wiggins – jigsaw
  4. Individual and group activities
  5. Independent reading

       SESSION TWO:

       1.Current practices for assessments – checklist and small group discussion
       2. Six fixes for practices that distort achievement – large group discussion, grade level groups
       3. Five case studies- group presentations
       4. Individual and group activities
       5. Independent reading

               SESSION THREE:

  1.   Examination of standard-based grade books and standard-based report cards- whole group and small group    
  2. Grading Fixes 7-15- large group discussion, grade level groups
  3. Discussion of separating behaviors and work habits from academics
  4. Individual and group activities
  5. Independent reading

SESSION FOUR:

  1. Create rubric for grade level evaluation of behavior and work habits – individual work
  2. Sharing of rubrics among similar grade levels
  3. Article summaries shared
  4. Individual and group activities
  5. Independent reading
  6. Complete post survey on grading
  7. Sharing three fixes to continue to implement
  8. Grade level discussion of age appropriate grading practices
  9. Group presentations

ASSESSMENT AND EVALUATION

The following is a breakdown of how student’s grades will be assessed:

  • 10% Participation and Attendance
  • 10% Create a Scoring Rubric for Grade Level Behavior Expectations
  • 10% Article Summary
  • 10% Create Work Habit Categories Scoring Rubric based on model provided
  • 20% Group Presentation
  • 10% 3 Examples of Formative Assessments used in a unit
  • 30% Individual Project – Choose at least 3 of the 15 fixes to consider implementing in your grading practices – one page per fix

 

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