Overview:
This course, for K-12 teachers, provides a forum for the creation of classroom assessment practices that support students in developing academic competencies. Participants in this course will use theory and research to guide the design of grading procedures that are integral to the classroom learning experience, meaningful to the range of students in the class, and effective at reporting on the degree to which students meet standards. Topics for exploration include purposes of grading, integrating instruction and assessment, collecting work products, goal-setting, types of assessments, articulating standards, scoring options, nonachievement factors, enhancing performance, and opportunities for sharing accomplishments in addition to developing a grading system. There is a term project that involves the completion of approximately ten assignments.
Objectives:
Participants will identify advantages and disadvantages of a range of assessment practices.
Participants will develop a repertoire of strategies for creating a classroom grading program that promotes the success of all students.
Participants will effectively carry out and evaluate an assessment strategy.
Requirements:
Class participation and attendance: 1/4 of grade
Assessment Portfolio: 1/2 of grade
Assessment Utlization or Review and Reflection: 1/4 of grade
Recommended Readings:
Ainsworth, L., & Christinson, J. (1998). Student generated rubrics. Orangeburg, NY: Dale Seymour Publications.
Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin Press.
Bailey, J. M., & Guskey, T. R. (2001). Implementing student-led conferences. Thousand Oaks, CA: Corwin Press.
Clemmons, J, Laase, L., Cooper, D. Areglado, N., & Dill, M. (1993). Portfolios in the classroom: A teacher's sourcebook. New York: Scholastic.
Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
DeFina, A. A. (1993). Portfolio assessment. New York: Scholastic.
Guskey, T. R. (Ed.). (1996). Communicating student learning: The ASCD Yearbook 1996. Alexandria, VA: Association for Supervision and Curriculum Development.
Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.
Hebert, E. A. (2001). The power of portfolios: What children can teach us about learning and assessment. San Francisco: Jossey-Bass.
Lewin, L., & Shoemaker, B. J. (1998). Great performances: Creating classroom-based assessment tasks. Alexandria, VA: Association for Supervision and Curriculum Development.
Martin-Kniep, G. O. (1999). Capturing the wisdom of practice: Professional portfolios for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.
O'Connor, K. (2002). How to grade for learning: Linking grades to standards. (2nd ed.). Arlington Heights, IL: SkyLight.
Popham, W. J. (2003). Test better, teach better; The instructional role of assessment. Alexandria, VA: Association for Sup: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organizer: Succeeding with portfolios in your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Smith, J. K., Smith, L. F., & DeLisi, R. (2001). Natural classroom assessment. Thousand Oaks, CA: Corwin Press.
Stiggins, R. J. (2001). Student-involved classroom assessment. (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Wiggings, G. (1998). Educative assessment: Designing assessment to inform and improve student performance. San Francisco: Jossey-Bass.
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