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ASSESSMENT

ASSESSMENT. Ethics & Philosophy 2101 Ethics & Social Justice 2106. By Bonnie Campbell. By PresenterMedia.com. Key Assessment Tips. Respect for Many Views. Assessment for Learning. for EP 2101 and ESJ 2106.

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ASSESSMENT

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  1. ASSESSMENT Ethics & Philosophy 2101 Ethics & Social Justice 2106 • By Bonnie Campbell ByPresenterMedia.com

  2. Key Assessment Tips Respect for Many Views Assessment for Learning for EP 2101 and ESJ 2106 Students must feel their views are valid and valued, regardless of how other students or their teachers feel Assessment for Learning practices assist teachers and students to maximize learning There are many paths that reach the same destination: Offer choices to students Student Self-Assessment is a valuable learning tool especially when it is both reflective and frequent Student Choice Student Self Assessment

  3. Respect for Many Views • Classroom • Conversation Bill • Respect everyone here. • Use the “conch” to take turns speaking. • Don’t hog the conch. • Don’t interrupt. • Contribute! • Stay on topic. • When someone makes points with which you disagree, make notes for your counter-argument. • Teacher is the referee. Bring the students on board Teachers and students could begin by designing a CCB: “Classroom Conversation Bill” • What are the expectations for discussion? • How respect for diverse views be shown? • How can equality and fairness be pursued? • How might disagreements be accepted, if not resolved? • When a topic remains a burning issue, it could make excellent JOURNAL material!

  4. Assessment does not mean the same as grading Assessment for Learning (AfL) Get to know your students Traditional Assessment Assessment for learning • Topic is taught. • Students are evaluated. • Topic is over. • Teacher determines what students know in advance • Students given assessment details in advance • Multiple chances at assessment • Continuous feedback via teacher & peers • Student self-assessment • Topic can become a running theme

  5. Planning for AfL Some considerations: • Use a range of assessment strategies to differentiate process and products (film projects, podcasts, creative writing, journal responses, Power Point presentations, etc.) • Provide opportunities for students to revise and resubmit assignments and products • Plan for students to choose types of products and from a range of processes • Topics • Kind of project • Manner of presentation • Co-created rubrics • Include continuous, reflective student self-assessment throughout the year

  6. Assessment for Learning: Journals Suggested journal activities for EP 2101 & ESJ 2106 • Ask students to keep journals regularly • Students can journal 1 x week, for example • Teachers grade student-selected journals regularly • Students review all the journal responses they have, and they choose the response they want you to grade (folding it in half for example) • Students can also provide peer feedback to student-selected journals • Trust will be a major issue here • Stress difference between academic versus personal journals

  7. Concerned about Student Choice? It is easier than you think …

  8. Traditional Assessment Point APoint B Assessment here can be predictable, because the end result is predictable.

  9. Differentiating Assessment and Instruction Point APoint B Point D Point C Point E Assessment here can be unpredictable, because the end result is unpredictable. Point F

  10. Differentiating Assessment and Instruction Point APoint B Point D Point C Point E BUT AfL can help you determine whether the students are getting what they need from the course. Point F

  11. Student Self-Assessment Student self-assessment supports a gradual release of responsibility from the teacher to the students. Students take ownership of their own learning. Reflection is a key part of student self-assessment. Students are often harder on themselves and each other!

  12. ResourcesThe following make for interesting reading: . Fancourt, N. (2010). "I'm Less Intolerant": Reflexive Self-Assessment in Religious Education. British Journal of Religious Education, 32(3), 291-305. Pass, S., and Willingham, W. (2009). Teaching ethics to high school students. The Social Studies, 100 (1), 23 – 30. Reeves, C., Emerick, S., Hirsch, E., and Southeast Center for Teaching Quality (2007). Creating an Atmosphere of Trust: Lessons from Exemplary Schools. Center for Teaching Quality (CTQ).

  13. Resources DeuxThe following make for interesting reading: . Silin, J., Boldt, G., Nelson, S., Sexton-Reade, M., Muslin, Z., & Bank Street Coll. of Education, N. (2004). Talking Tough Topics in the Classroom. Occasional Paper Series 12. Bank Street College of Education. Tirri, K. (1999). In Search of Moral Sensitivity in Teaching and Learning. (Available on Eric database.) Wiliam, D., Lee, C., Harrison, C., and Black, P. (2004). Teachers Developing Assessment for Learning: Impact on Student Achievement. Assessment in Education Principles Policy and Practice, 11(1), 49-65.

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