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While you are waiting to begin, please make a name tent to help me to get to know you.

Be as Creative as You Like. While you are waiting to begin, please make a name tent to help me to get to know you. Fold the paper like a hot dog, print your name NICE and BIG and add a visual representation to help me pronounce your name. Sherrye. D + . Rosa. Diego. Pat.

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While you are waiting to begin, please make a name tent to help me to get to know you.

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  1. Be as Creative as You Like While you are waiting to begin, please make a name tent to help me to get to know you. Fold the paper like a hot dog, print your name NICE and BIG and add a visual representation to help me pronounce your name. Sherrye D + Rosa Diego Pat

  2. COURSE REQUIREMENTS FOR EVALUATION IN EDUCATION EDF 611

  3. COURSE LEARNING GOALS STUDENTS WILL BE ABLE TO: • Design a variety of effective assessments • Develop techniques for providing effective feedback • Develop methods of using grading and record keeping to accurately reflect academic performance in addition to improving learning • Use different types of test results appropriately • Differentiate assessment strategies effectively and fairly

  4. REQUIRED ASSIGNMENTS • Research types of assessment and present to the class • Read articles on assessment and prepare class presentation • Develop an assessment portfolio that contains: • A definition of assessment and your philosophy of assessment • Examples of each type of assessment studied in the course • A description of feedback provided for one assessment • Develop a rubric for a non-traditional assessment • A grading policy developed from information gained from the class • Develop a reporting method for your grading policy • A paper on “Fair Isn’t Always Equal” • Participation in class activities and assignments that will be given during the course.

  5. ANALYSIS PAPER “FAIR ISN’T ALWAYS EQUAL” • Describe how your thinking changed (if it changed) during this course (EDF 611) regarding assessment, grading and reporting. • Analyze why or why not these changed did or did not occur. • Explain what “fair isn’t always equal” means to you. • Cite examples from the class activities, the text, articles read in class or research that supports your thinking . • Your paper should be long enough to adequately present your view, but • no required length.

  6. Standards for Digital Portfolio • Approaching Mastery Mastery Exceeds Mastery • Defines and shows a clear understanding of assessment and its purposes. • Can defend a personal philosophy of assessment (quotes resources and research.) • Is able to define and apply the different formats of assessment. • Provides multiple examples of pre-assessment that meet rubric and/or checklist requirements. • Provides multiple examples of formative that meet rubric and/or checklist requirements.

  7. Standards (con’t) Approaching Mastery Mastery Exceeds Mastery • Provides examples of traditional summative assessments that meet rubric and/or checklist requirements. • Provides examples of non-traditional summative assessments that meet rubric and/or checklist requirements. • Demonstrates a clear understanding of grading options and is able to state a personal philosophy with justifications (resources/research). • Is able to create a reporting format to match their personal grading philosophy. • Can clearly articulate justifications for personal beliefs about “fair is not always equal” as related to assessment and grading.

  8. A few last thoughts (for now) • While attendance is not a standard, Buffalo SUNY requires that all classes be attended. Arriving late to class or leaving early is not acceptable. • The expectation is that all assignments will be completed in a timely manner; students will come to class prepared for discussion and/or activities that are assigned during class time. • Participation in class discussion and activities will help determine student understanding and level of mastery. • Assigned papers, presentations, and written activities are expected to be proofread for spelling and grammar errors.

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