22
H-i:
Student Assessment, Evaluation and Reporting: Linking Principles,
Policies and Practices
Instructor:
Eileen Eby
Location:
Langley
Date:
August
15-24,
1994
Days:
Monday—Saturday
Time:
8:30 a.m.-12:30 p.m.
COURSE DESCRIPTION
UVic ?
/
*SFU ?
UBC
Course Number:
?
ED-D 487 ?
EDUC
381 ?
EPSE
390E
Section Number:
?
Q61 ?
T1.00
?
96U
TT or Cat Number:
37762 ?
63087 ?
05887
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
Eileen Eby, Master of Education, is currently Intermediate Coordinator in the Greater Victoria School in British
Columbia. She has been a classroom teacher, district administrator, university course instructor, independent researcher,
workshop leader and a consultant. Her work currently involves managing teams responsible for implementing new
Provincial curriculum and in particular focuses on learner-centered teaching and evaluation. Her current interests include
portfolio assessment, student self-evaluation and criteria referenced learning. Eileen's work brings her into contact with
some of the most innovative educators in British Columbia and she is pleased to share the dynamic and thoughtful
strategies that these teachers have developed.
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
Feuer, M., & Fulton,
K. (1993).
The many faces of performance assessment.
Phi Delta Kappan
(February), pp.
478-479.
Maeroff,
G. (1991).
Assessing alternative assessment.
Phi Delta Kappan
(December),
pp.
273-28 1.
Perrone, Vito (Ed.).
(1991). Expanding student assessment.
Alexandria, VA: ASCD.
Sperling,
73-75.
D.
(1993).
What's worth an "A"? Setting standards together.
Educational Leadership,
February, pp.
Worthen,
(February),
B.
(1993).
pp.
444-454.
Critical issues that will determine the future of alternative assessment.
Phi Delta Kappan
Additional readings will include current Ministry of Education Policy and Program Documents and other
relevant literature.