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.

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