Standards-Based Learning, Assessing, Grading and ReportingWednesday, November 2, 2022
We know moving from a “traditional” grading system to one that is based on standards (and how students are achieving in relation to those standards)…
In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
This interactive session pertains to the nature of and promotion of “assessment literacy.” It will be interactive not only in its potential for questions or comments from those in attendance, but on several occasions during the presentation activities will be undertaken involving attendees working in pairs or in small groups.
The initial focus of the session will be on reaching a consensus regarding the nature of “assessment literacy.” Given the presenter’s staggering self-regard, he will encourage the group to adopt, at least for this session, his definition of assessment literacy.
A “less-is-more” proposal will then be proffered regarding the breadth of content to be embodied in a practicable but impactful conception of assessment literacy. The presenter will offer his notion of six assessment-related understandings that, in toto, would constitute a suitable set of assessment-significant content. To illustrate one way in which each of these six assessment-related understandings can be addressed, a brief treatment of one of them will be undertaken—featuring structured participation from audience members.
Finally, an exploration will be presented of potential procedures that could, in fact, promote expanded assessment literacy among educators and other groups. The presenter will announce, in advance, a cynical disdain for the most widely touted procedures advocated for this purpose. Attendees will be encouraged to dissent.