24
.
? .
H-3:
Student Assessment, Evaluation and Reporting: Linking Principles,
Policies and Practices
Instructor: ?
Alison Preece
Location:
Victoria
*Uyjc
SFU
UBC
Date: ?
July 18-27, 1994
Course Number: ?
ED-D487
EDUC 381
EPSE39OE
Days:
Monday-Saturday
Section Number:
?
P61
T3.00
96V
Time: ?
8:30 a.m.- 12:30 p.m.
TI or Cat Number:
?
40740
18202
19669
COURSE DESCRIPTION
This course surveys recent developments in student assessment, evaluation and reporting, with emphasis on linking and
integrating instruction and assessment in ways that both support student growth and indicate accountability for learning.
Participants study sound assessment and evaluation principles, become familiar with current Ministry of Education
policies, critically examine a variety of contemporary approaches, and discuss relevant dilemmas and issues. Topics
include assessment processes and strategies, evaluation criteria and standards, student self-evaluation, reporting policies
and practices, and letter grades and percentages. Course activities and assignments are designed to help participants reflect
on their own practices and apply contemporary principles and policies to their specific educational contexts.
INSTRUCTOR PROFILE
Alison Preece is Associate Professor of Language and Early Childhood at the University of Victoria. A parent, former
elementary teacher, and advocate of learner-centered curriculum, she has been actively involved in professional
Literacy:
development
A Perspective
in support
for
of educational
Change (1991)
reform
and
throughout
Young Writers
North
in
America
the Making
and
(1993)
Australia.
both
She
published
is co-author
by Heinemann.
of
Evaluating
Her
current research is focused on classroom-based evaluative and reporting practices, and on ways of meaningfully involving
students in the evaluation of their learning.
COURSE REQUIREMENTS
Teaching certificate or special permission of instructor.
Participants will:
• review recent developments in assessment, evaluation and reporting;
• analyze the implications of policy frameworks for student assessment, evaluation and reporting practices;
• examine a variety of models and methods of assessment, evaluation and reporting;
• evaluate exemplars of resource materials that support current assessment, evaluation and reporting;
• discuss dilemmas and issues surrounding assessment, evaluation and reporting;
• critically reflect on one's own assessment, evaluation and reporting beliefs and practices, and develop an action plan for
professional growth;
• apply principles and policies to practice in a specific educational context.
READINGS
Anthony, R., Johnson, T., Mickelson, N., & Preece, A.,
Evaluating Literacy: A Perspective for Change,
Heinemann 1991.
Daires, A., Cameron, C., Gregory, K. & Politano, C.,
Together is Better.
Peguis 1992.
Wiggins, G. "Standards, Not Standardization: Evoking Quality Student Work",
Educational Leadership,
Feb. 1991, 18-25.