A grade can be regarded only as an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material
-Paul Dressel
The goal of assessment design might well be summarized in the old design adage "form follows function".
-Grant Wiggins
| Topic | Activity |
|---|---|
| Assignments | Sharing |
| Issues of Interest | Connections |
| Assignment #2 Evaluation Assignment #3 |
Lecturette Discussion |
| Class Participation Expectations | Think-Pair-Square Discussion |
| The Value of Standards Components of Educational Standards Assessment Standards |
Pairs Finger Voting Lecturette |
| The Backward Design Process The Big Picture Two Design Approaches |
Lecturette Discussion Appointments |
References:
Burke, K. (1999). The mindful school: How to assess authentic learning. Arlington Heights, IL: SkyLight.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
Whistler, N. (1990). Literature and cooperative learning: Pathways to literacy. Sacramento: CA: Literature Co-op.
Wiggins, G., & McTighe, J. (2001). Understanding by design. Upper Saddle River, NJ: Prentice-Hall.