Evaluating Classroom assignments: Planning for Grading

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

2. 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

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 – 1000 = A • 800 – 899 = B • 700 – 799 = C • 600 – 699 = D • Below 600 = 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.