Standard 5 Meta-reflection: Assessment [EDU 6613 Standards-based Assessment]

Standard 5 Assessment Assesses students’ mastery of curriculum and modifies instruction to maximize learning.  Beginning at the End When I initially went through the process of putting to paper a plan for my two-year Curriculum and Instruction program at Seattle Pacific University (SPU), I was cognizant of the order that I would take classes in. […]

Grading Philosophy

One of the reasons that I enjoy teaching middle school is that I have always felt that grading, specifically communicating achievement through report cards, are not the “high stakes” exercise that it is in high school; I have felt somewhat immune to the potential firestorms of “grades gone bad” of high school. Even Chappuis, Stiggins, […]

Portfolios: Guiding Learning, Crafting Stories

Portfolios have the capacity to package student learning in ways that direct and support metacognitive thinking; when students habitually consider how they best learn and why, and practice communicating their understanding, they are better able to employ their own set of “best practices” as learners. Chappuis, Stiggins, Chappuis and Arter (2012) support this reasoning by […]

The Potentials of Selected Response Assessment

I now see that selected response assessments can play an important and valuable role in developing assessment for learning strategies, even in a language arts classroom. It’s not that I wasn’t using selected response assessments in the past. Indeed, I regularly assessed vocabulary acquisition using matching and occasionally evaluated reading comprehension using multiple-choice questions, though […]