Evaluating Classroom assignments: Planning for Grading

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Presentation transcript:

Evaluating Classroom assignments: Planning for Grading Deanna Keith, EdD dlkeith@liberty.edu Liberty University LU Career Year 2 Workshop April, 2011

Think about grading like you think about taking a vacation … Think about grading like you think about taking a vacation …. Plan Backwards

Key Points Start with Learning Objectives

Key Points Think Bloom’s Taxonomy of Learning Domains Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate, Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,

Key Points Avenues for Assessing Student Learning Samples of individual student work Pre-test and post-test evaluations Internal or external juried review of student work Case study/problems Capstone papers, projects or presentations Project or course imbedded assessment Documented observation and analysis of student behavior/performance Externally reviewed internship or practicum Collections of work (portfolios) of individual students Activity logs Performances/Skits

Key Points What is it Worth? Show Examples of Your First Assignment / Test Grading Policy: 900 – 1000 = A 800 – 899 = B 700 – 799 = C 600 – 699 = D Below 600 = F

Assessing Participation

Discuss the Importance ~ Biblical Integration Galatians 5:22-23 But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faith, gentleness, self-control.

Discuss the Importance

Discuss Assessment Criteria

Assessing What a Student Says and Does Listen to the student’s oral reports, questions, responses, and interactions with others. Observe the student’s attentiveness, involvement in class activities, creativeness, and responses to challenges.

Suggested Actions: Maintain an anecdotal record (teacher’s log) book or folder, with a separate section in it for your records of students For a specific activity, list the desirable behaviors and specific instructional objectives Record your observations as quickly as possible as well as professional judgment about student’s behavior. Write comments that are reminders to yourself, such as “Discuss observation with the student,” “Discuss observations with student’s mentor” or “Discuss observations with colleagues.”

Final Thought Create an environment conducive to willing participation. Find the balance between curriculum and learning opportunities. Ecclesiastes 3:5 A time to throw stones and a time to gather stones; a time to embrace and time to avoid embracing.