1. The Classroom Assessment Makeover
Dr. Bernard Bull

3. Who was William Farish?

4. “Explore the Possibilities”

5. Educational Ruts

6. Culture of earning vs Culture of Learning

7. What is the purpose of a letter grade?

8. Proposed Benefits of Letter Grades
Mass Customized Learning in an Age of Empowerment and Load Bearing Walls
A motivator for students
The next level uses them.
The key to academic rigor.
Compare performance across organizations.
They work fine, so why change?

9. Questionable Uses A punishment A carrot
A judgment of student ability & commitment to academic excellence
Measure of student learning alone
A reliable indicator of future success

10. Feedback & Assessment Versus Grading
This is not about getting rid of letter grades, but about moving beyond them.
Feedback & Assessment Versus Grading

11. The Course – Real World Gap

12. What is the absolute best evidence?
Authentic Assessment
What is the absolute best evidence?

13. Formative or Summative Assessment
Checkup or an autopsy
Low stakes or high stakes
Checking for understanding & adjustment or checking and documenting.
Practice versus “the big event”
Assessment for and as learning versus assessment of learning

14. What happens when formative assessment is absent?

15. What happens when summative assessment is absent?

16. Feedback Sources Instructor Peer Self Computer-generated
Computer-generated & adaptive
People beyond the academy

17. The Syllabus Test

18. An Overview

19. Competency-based Assessment
Documenting evidence of performance or learning as it relates to a specific standard or competency. Rides a bicycle for 300 feet without falling over or running into anything. Verifying evidence.

20. Competency-based Assessment
Provides focus to the lesson and learning activity.
Challenges & motivates learners to reach the standard.
Reduces learner anxiety due to unclear expectations.
Refines feedback.
Enables personalized pathways to learning.

21. Narrative Feedback written, audio, video Rich description Rapport
Resembles feedback in “the real world”
Teaching opportunities
Describe progress over time.

22. Peer Feedback
Shared vocabulary
What is the focus?
Clear expectations

23. Before & During Before Define goals Select groups Select the “place”
Set the agenda
During
Monitor
Coach

24. Self Assessment

27. Self Assessment Self-assess with a teacher-provided rubric
Student-created rubrics
Learning contract
“Muddy point” discussion board
Exit ticket self-assessments
Letter to self
Include 1-paragraph self-assessment with each submission or at the end of a discussion

28. Competency-based Assessment
Aligned with real work tasks & skills
Rubrics
Standards-based report card
Authentic assessments.

29. Portfolio Assessment
Move from assessment abstractions to “the real thing”
Document progress
Document meeting of outcomes or standards
Collect artifacts to share with the “real world”

30. Class-Level Portfolio
Collet and submit best work at the end of the class.
Portfolio checkpoints
Self-assessment / reflection attached to each artifact.
Include presentation and peer assessment.
Student organize artifacts according to course objectives.

31. + What is a digital badge? meta-data
A visual/digital symbol that indicates evidence of specific knowledge, skill, accomplishments, etc.
meta-data +

32. What is a digital badge?
meta-data
Description
Badge Issuer
Criteria

33. The Syllabus / Course Makeover
Activity 1
The Syllabus / Course Makeover

34. The Classroom Assessment Makeover
Dr. Bernard Bull