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

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

3. Key Points
Start with Learning Objectives

4. 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,

5. 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

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

7. Assessing Participation

8. 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.

9. Discuss the Importance

10. Discuss Assessment Criteria

11. 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.

12. 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.”

13. 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.