A Grade by
Any Other Name (would smell as sweet?):
Principles of
Assessment[1]
1.
Students must be assessed
in favorable contexts 2.
Students must be assessed across a range of social and learning
situations 3.
Assessment must attend to both process and product 4.
Assessment must acknowledge the integral role of language in learning
5.
Performance criteria must be shared among stake-holders |
Principles of
inquiry and research[2]
1.
Observations of
phenomena we wish to understand, over time and under diverse conditions. 2.
Gathering
diverse kinds of data from phenomena over time. 3.
Interpretations
based on these observations and data samples. 4.
Public
reporting for confirmation or challenge by peers investigating similar
phenomena. |
The
Learning Record is a portfolio system that integrates instruction,
learning, and assessment. It encourages students to reflect on their learning
and helps them learn to evaluate themselves, and it enables instructors to be
clear, consistent, and flexible. The Learning Record consists of four
interrelated sections:
Part A: Background Interview
and Reflections (provides baseline)
Part B: Analysis Summary
Interpretation
Part C: Evaluation Estimated
evaluation in terms of grade
Suggestions for student’s further development
Evidence: Observations
and Work Samples
Barr, M. A., Craig, D. A., Fisette, D., &
Syverson, M. A. (1999). Assessing
literacy with the Learning Record: A handbook for teachers, Grades K-6.
Barr, M. A., & Syverson, M. A. (1999). Assessing literacy with the Learning Record:
A
handbook for teachers, Grades
6-12.
The Learning
Record. The Center for Language in
Learning. Retrieved October 30, 2001 from The Center for Language in Learning
Web site: http://www.learningrecord.org/.
Syverson, M. A., & Center for Language in Learning
(1995). The Learning Record Online.
Computer Research and Writing Laboratory, The
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Chart for
Analysis |
Course Strands
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Rhetoric |
Research |
Collaboration |
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D
i m e n s i o n s |
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L e a r n i n g |
Confidence
& |
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Knowledge
& Understanding |
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o f |
Strategies
& Skills |
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Use
of Prior & Emerging
Experience |
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Reflectiveness |
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Midterm
Moderation Name of Writer: Names of Readers: 1. Is the information in the portfolio sufficient to make an
evaluation? That is, is there both enough information, and an appropriate
selection of information? 2. Are there clear signs of development across the areas of
independence, knowledge, strategies, experiences, and reflectiveness? 3. Based on the quality of the activities demonstrated in the
portfolio (both the evidence from the work and the writer's self-evaluation
essay), what letter grade would you attach to the portfolio? Other comments: |
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A |
Represents
outstanding participation in all course activities; all assigned work
completed, with very high quality in all work produced for the course.
Evidence of significant development across the five dimensions of learning.
The Learning Record at this level demonstrates activity that goes
significantly beyond the required course work in one or more course strands. |
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B |
Represents
excellent participation in all course activities; all assigned work
completed, with consistently high quality in course work. Evidence of marked
development across the five dimensions of learning. |
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C |
Represents good participation in all course
activities; all assigned work completed, with generally good quality overall
in course work. Evidence of some development across the five dimensions of
learning. |
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D |
Represents
uneven participation in course activities; some gaps in assigned work
completed, with inconsistent quality in course work. Evidence of development
across the five dimensions of learning is partial or unclear. |
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F |
Represents
minimal participation in course activities; serious gaps in assigned work
completed, or very low quality in course work. Evidence of development is not
available. |