Friday, August 05, 2016

Classroom Assessment Chapter 9

     To help us work towards our school goal of improving our understanding and practice of assessment, my principal has provided our staff with a copy of Classroom Assessment for Student Learning: Doing it Right - Using it Wellby Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.

Classroom Assessment for Student Learning Cover. (Accessed 2016). Uploaded to Amazon; Pearson Education. Available online at:

Chapter 9 - Record Keeping

- everything is target-based so tracking should be too

- what does a 9/10 on "Worksheet #3" actually tell you in your grade book?
     - you should have to organized to show target mastery

- have students track their understanding so they know where they stand before during a summative assessment

Record Keeping Guidelines

1 ) Organize Entries by Learning Target
- effective use of labels
- easy to report on specific outcomes
- quickly see strengths/challenges

2 ) Track Info About Work Habits & Social Skills Separately
* we do this in the "learning behaviours" section of the provincial report cards
- extra credit work
     - students shouldn't be given extra points for completion (effort points)
     - if students need more formative practice & then want another shot to communicate understanding then thats different
- missing/late work and cheating
     - zeros do not demonstrate learning; find other punitive measures

3 ) Record Info by Raw Score
- provide info regarding sample size
(ex) 8/32


This chapter was much longer but a lot of the information suggested different record keeping options; since our school uses a mandatory online grading system the information wasn't applicable to me.

What do you use to organize your records?
Our schools uses the program Maplewood.

Please leave your thoughts below :)

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