Open the syllabus for this course and look for the language regarding the development of five consecutive lesson plans and for the rubric by which your lesson plans will be assessed.
Ask nc one question about this assignment.
Tuesday, October 4, 2011
Prompt #9: Educational Psychology, Chapter 14
Formative and summative assessments are discussed in Chapter 14 (and were the subject of Wade’s research).
An analogy of those has been posited as follows: summative assessments are like an autopsy, while formative assessments are like regular physicals done by a physician.
In relation to some hobby you have or work skill you possess, describe what a formative and a summative assessment for that skill might look like.
Prompt #8: Malisimo List
In the style of a David Letterman Top 10 List, create a
“Top 5 Things You Really Don’t Want To Do As a Grader of Student Work.”
Prompt #7: Powerful Points
In considering the whole of those summaries, create a list of what you consider to be the five most important ideas presented.
Prompt 6#: Eye Catcher
Pick one of those summaries and create a pithy bumper sticker quote that captures the essence of that research.
Prompt 5 # : Research Summaries
I sent to your email account a PDF of tonight’s slides. Take 40 minutes to review the research summaries for tonight:
1. Gusky on Grading (Comey)
2. Doug Reeves on Grading (Gregory)
3. Rick Stiggins on Assessment (Johnston)
4. Formative and summative assessments (Parks)
5. Norm-referenced and criterion-referenced assessments (Price)
6. McTighe on Assessment (Rocha)
7. Rubrics (White)
I’ll provide some prompts when that time has elapsed.
Prompt #4: Assessment of the Assessment
You know (I assume) that the two songs you assessed were the same song, just different renditions.
In thinking about the way you evaluated and “graded” each, what implications do you see for the way you will provide grades to your students?
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