Classroom Assessment and Grading that Works

Online Graduate Courses For Teachers+Classroom Assessment and Grading that Works
Classroom Assessment and Grading that Work

EDUC 600

Course Syllabus and Assignments

Credit Hours: 2 Graduate Credits Grade Type: Letter Grade

Course Readings: Classroom Assessment and Grading that Works by Robert Marzanno

2006). Alexandria, VA Assoc. for Supervision & Curriculum Development.  176 pages.

 

Course Description:

This course explains how to relate classroom assessments in all grades and subjects to content standards. It provides examples of grading systems that show students’ academic progress, and how to use them to encourage students to learn more. The course looks at report cards and the future of Standards-Based or Topic-Based Schooling.  Educators will develop a written application essay or lesson/unit plan and a research review. They may develop lessons, or activities for classroom applications that utilize the assessment or concepts described in the book.

Course Objectives:

1. Educators will be presented with the rational for changing traditional classroom grading for the new era in standards education and improving student assessments.

2.  Participants will review the role of standards how to design new classroom assessments for alignment with state standards.

3.  Educators will be given examples of alternative scoring systems and techniques to  compute grades that reflect standards-based and topic-based schooling.

4.  Participants will be encouraged to utilize the book information to revising grading techniques and practices and also begin the transition of grade transformation in their classrooms.

5.  Educators will be able to develop assessments that encourage learning and begin looking at report cards of the future for Standards-Based or Topic-Based Schooling.

 

Chapter Review/Reflections:

Write several paragraphs summarizing the main ideas, knowledge and information that you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See the corresponding rubric for guidelines.

1.      What Else Do We Need to Know and Do?

2.      Challenges of Excellence and Equity

3.      Direct Vocabulary Instruction

4.      Cultural Values in Learning and Education

5.      Pedagogy, Knowledge, and Teacher Preparation

6.      Turnaround Teachers and Schools

7.      Assessment Strategies and Standards

8.      Schools that Work for Teachers and Students

9.      Reframing the Reform Agenda

 

Writing Assignments

After the chapter reviews, write a two-page paper linking key concepts from the bookClassroom Assessment and Grading that Works by Robert Marzanno, to your specific classroom context.  By focusing your essay on an area of interest that is relevant to your teaching or professional experience, you will enhance your capacity to apply new concept learned in this class. You may choose to specifically focus your paper on classroom-management strategies from the book that are a change from your typical teaching methodology or practice.

 

Required Assignments

1. Book Chapter Readings.   2. Chapter Reviews and Reflections

3.  Final Application essay or project activity         (APA or MA writing style format.)

Email Assignments:info@onlinegraduatecoursesforteachers.com instructor Joseph C’de Baca 727-258-7233

Mail registration:  Teachers Learning Center   11246 68th Avenue.   Seminole, FL  33772

 

Grading   Grade Distribution
Book Readings 30% 90 – 100 = A
Reading Chapter Reviews/Reflections 35% 80 -  89  = B
Final Application Essay or Activity 35% 70 -  79  = C
Total 100% 0 -  69 = F
   
Letter Grade % Possible Points                   Points Earned
A 90-100 100
B 80-89 70
C 70-79 50
Re-Write Assignments   Based on Rubric                Score

 

 

  Academic Standards: Academic standards that apply to this course will vary from state to state.  Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.

 

Classroom Assessment and Grading that Works

Course Assignments and Rubric

Chapter Reviews/Reflections

Chapter Reviews/ Questions Basic (50 pts.) Proficient (60 pts.) Advanced (70 pts.)
Read the book and write chapter reviews and reflections for each chapter. 

Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter.

 

Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.

 

Address or apply any state, district, or national academic standards.

 

Expanded bullet points of main issues are also acceptable.

Include your personal

experiences, ideas, and critical analysis.

 

Writes a basic narrative of the chapters’ contents. 

Includes major points expressed by the author.

 

Includes at least one citation or example.

 

 

 

Writes a general narrative of the chapters’ contents with limited personal reflection. 

Expresses major points of each chapter.

 

Writing includes any state, district, or national academic standards that apply.

 

Includes several citations or examples.

 

 

 

 

Writes a complete narrative of the main points of each chapter. 

Writes personal reflections that include the student’s experiences with these issues as they relate to their personal classroom experience.

 

Expresses major points of each chapter and provides in-depth elaboration.

 

Includes any state, district, or national academic standards that apply.

 

Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

 

Error-free

 

 

 

Final-Application Essay Rubric Assignment

Final-Application Essay Basic (10 pts.) Proficient (20 pts.) Advanced (30 pts.)
Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development. Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment. 

 

Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments. 

Writing addresses any state, district, or national academic standards.

 

Addresses instructional methods, teaching strategies and effective lessons as well as students’ affective needs and academic achievement.

 

Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.Includes student’s personal and experiential reflections and any state, district, or national academic standards that apply.

Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.

Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.

 

 

  

 

  

Optional Lesson/Unit Plan or Activity Rubric (replaces the essay)

Activity Lesson/Unit Plans Basic (10 pts.) Proficient (20 pts.) Advanced (30 pts.)
Write a unit plan with two or more lesson plans or activities that demonstrate the course concepts in a school classroom or instructional environment.Other activities include: staff development,

state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.

Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications. 

 

Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts. 

Includes any state, district, or national academic standards that apply.

 

Contains a variety of teaching or learning styles and concrete or abstract  practical applications of a concept from the course materials.

 

 

Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles. 

Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.

 

Addresses any state, district, or national academic standards in the activity.

 

Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.


Feel free to email or call the instructor

 Joseph C’de Baca with any questions.

info@onlinegraduatecoursesforteachers.com

1-727-258-7233

To pay by check remit to:

Teacher’s Learning Center

11246 68th Ave.

Seminole, FL 33772

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