ASSESSMENT Ethics & Philosophy 2101Ethics & Social Justice 2106

By PresenterMedia.com

By Bonnie Campbell

Key Assessment Tipsfor EP 2101 and ESJ 2106

Students must feel their views are valid and valued, regardless of how other students or their teachers feel

Assessment for Learning practices assist teachers and studentsto maximize learning

There are many paths that reach the same destination: Offer choices to students

Student Self-Assessment is a valuable learning toolespecially when it is both reflective and frequent

Student Choice

Student Self

Assessment

Respectfor Many

Views

Assessment for

Learning

Teachers and students could begin by designing a CCB:

“Classroom Conversation Bill”

• What are the expectations for discussion?

• How respect for diverse views be shown?

• How can equality and fairness be pursued?

• How might disagreements be accepted, if not

resolved?

• When a topic remains a burning issue, it could make

excellent JOURNAL material!

Bring the students on boardRespect for Many Views Classroom

Conversation Bill

1.Respect everyone here.

2.Use the “conch” to take turns speaking.

3.Don’t hog the conch.

4.Don’t interrupt.

5.Contribute!

6.Stay on topic.

7.When someone makes points with which you disagree, make notes for your counter-argument.

8.Teacher is the referee.

• Topic is taught.

• Students are evaluated.

• Topic is over.

• Teacher determines what students know in advance

• Students given assessment details in advance

• Multiple chances at assessment

• Continuous feedback via teacher & peers

• Student self-assessment

• Topic can become a running theme

Assessment for Learning (AfL)Get to know your students

Assessment does not mean

the same as grading

•Use a range of assessment strategies to differentiate process and products (film projects, podcasts, creative writing, journal responses, Power Point presentations, etc.)

•Provide opportunities for students to revise and resubmit assignments and products

•Plan for students to choose types of products and from a range of processes•Topics•Kind of project•Manner of presentation •Co-created rubrics

•Include continuous, reflective student self-assessment throughout the year

Planning for AfLSome considerations:

• Ask students to keep journals regularly• Students can journal 1 x week, for example

• Teachers grade student-selected journals regularly• Students review all the journal responses they have, and

they choose the response they want you to grade (folding it in half for example)

• Students can also provide peer feedback to student-selected journals

• Trust will be a major issue here• Stress difference between academic versus personal

journals

Assessment for Learning: JournalsSuggested journal activities for EP 2101 & ESJ 2106

Concerned about Student Choice?It is easier than you think …

Traditional Assessment

Point A Point B

Assessment here can be predictable, because the end result is predictable.

Differentiating Assessment and Instruction

Point A Point B

Point D Point C

Point E

Assessment here can be unpredictable, because the end result is unpredictable.

Point F

Point A Point B

Point D Point C

Point E

BUT AfL can help you determine whether the students aregetting what they need from the course.

Point F

Differentiating Assessment and Instruction

Student self-assessment supports a gradual release of responsibility from the teacher to the students. Students take ownership of their own learning.

Reflection is a key part of student self-assessment.

Students are often harder on themselves and each other!

Student Self-Assessment

Fancourt, N. (2010). "I'm Less Intolerant": Reflexive Self-Assessment in Religious Education. British Journal of Religious Education, 32(3), 291-305.

Pass, S., and Willingham, W. (2009). Teaching ethics to high school students. The Social Studies, 100 (1), 23 – 30.

Reeves, C., Emerick, S., Hirsch, E., and Southeast Center for Teaching Quality (2007). Creating an Atmosphere of Trust: Lessons from Exemplary Schools. Center for Teaching Quality (CTQ).

.ResourcesThe following make for interesting reading:

Silin, J., Boldt, G., Nelson, S., Sexton-Reade, M., Muslin, Z., & Bank Street Coll. of Education, N. (2004). Talking Tough Topics in the Classroom. Occasional Paper Series 12. Bank Street College of Education.

Tirri, K. (1999). In Search of Moral Sensitivity in Teaching and Learning. (Available on Eric database.)

Wiliam, D., Lee, C., Harrison, C., and Black, P. (2004). Teachers Developing Assessment for Learning: Impact on Student Achievement. Assessment in Education Principles Policy and Practice, 11(1), 49-65.

.Resources DeuxThe following make for interesting reading: