Course curriculum

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    MODULE ONE: measuring what matters

    • Focus

    • Article: In this study, Sarah Bonner and her colleagues investigate the affects of teacher beliefs about standardized testing and SBG on their grading practices.

    • Article: In this article, Jay McTighe distinguishes, knowledge, skills, understandings, and transfer as a way to guide us to measure what matters.

    • Article: In this article, Joe Feldman outlines grading recommendations to implement during school closure.

    • Video: In this video, Lee Ann guides you to think about what skills and understandings matter most. You will reflect on how assessments look now and the degree to which there is face validity relative to the priorities that you identify.

    • Act

    • Reflect

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    MODULE TWO: multiple means of expression

    • Focus

    • Article: In this article, by Dave L. Edyburn, read about Universal Design for Learning of which "multiple means of expression" is a component.

    • Resource: Visit the CAST website to read about multiple means of action and expression within the Universal Design for Learning framework.

    • Resource: This is a list of some of many ways students can show what they can do and understand. Can you add to the list?

    • Case Story: In this case story, read about how one educator used multiple means of expression in her units on using evidence to support claims.

    • Video: In this video, Lee Ann leads us to think about the ways we can improve the construct validity of our assessments by providing multiple options for students to show what they understand and are able to do.

    • Resource: Ten online tools for multiple means of expression that are regularly recommended by educators.

    • Act

    • Reflect

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    MODULE THREE: feedback and grading

    • Focus

    • Article: In this seminal (and lengthy) literature review, Black and Wiliam synthesize the results on the effects of formative assessment.

    • Article: In this article, Butler and Nisan compare the effects of feedback, feedback with a grade, and no feedback or grade on student performance.

    • Chapter: In this chapter, Sue Brookhart provides strategies for making our feedback more effective in impacting student learning.

    • Video: In this video, Lee Ann distinguishes between formative and summative use of assessment data as points of time instead of types of assessments. She discusses the validity of formal versus informal assessments, and the relative value of feedback and

    • Policy Brief: In this policy brief, learn about the role of learning progressions in standards-based reform.

    • Resource: In this issue of Educational Leadership Magazine, authors explore a focus on feedback over one on grades.

    • Resource: Examples of learning progressions from Lucy Calkins

    • Act

    • Reflect

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    MODULE FOUR: assessment integrity

    • Focus

    • Article: In this literature review, the authors use theories of self-efficacy, goal theory, expectancy value, and intrinsic motivation to explore academic cheating.

    • Article: In this study, the authors examine how cheating is not explained by behavior-belief incongruity, but rather students justify cheating as moral.

    • Article: In this article, the authors construct a conceptual framework for cheating by high-achieving students, particularly in high-pressure environments.

    • Article: In this article, Lee Ann answers the frequent question of how to respond when students ask, "Does this count?"

    • Video: In this video, Lee Ann leads us to think about the practices we can put into place to make academic dishonesty from students and parents less likely.

    • Act

    • Reflect