{"id":3632,"date":"2016-02-13T20:07:40","date_gmt":"2016-02-14T03:07:40","guid":{"rendered":"https:\/\/blogs.ubc.ca\/ldash2015\/?p=3632"},"modified":"2016-02-13T20:09:20","modified_gmt":"2016-02-14T03:09:20","slug":"assessment-or-evaluation","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/ldash2015\/2016\/02\/13\/assessment-or-evaluation\/","title":{"rendered":"Assessment or Evaluation?"},"content":{"rendered":"<p>Planning for learning is, according to Wiggins &amp; McTighe (2005), &#8220;to be more thoughtful and specific about our purposes and what they imply&#8221; (p. 14).\u00a0 Using a planning methodology such as the backward design of Wiggins and McTighe (2005), is a great place to start.\u00a0When designing assessment methods, thought needs to be given to\u00a0the purpose of the assessment, and\u00a0those that are being assessed. Despite the pitfalls outlined by Brown (2001), I believe the challenge I will have in the assessment methods I choose, is that they will be used with teachers. Teachers, and <em>learning<\/em>, and <em>feedback<\/em>, and <em>improvement<\/em>, are all words intricately woven into perceptions of self-efficacy for teachers. After all, teaching learners <em>is<\/em> what teachers <em>do.<\/em> In order to assess for the planned learning objectives, I am going to need to build motivation for &#8220;student&#8221; improvement in such a way that sets aside performance posturing\/anxiety\/paralysis and helps them forget, for the moment, that they are teachers [read: are learning].<\/p>\n<p>References<\/p>\n<p>Brown, G. (2001). Assessment series 3. Assessment: a guide for lecturers. LTSN Generic Centre: York.<\/p>\n<p>Wiggins, G. McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD. Retrieved from\u00a0https:\/\/books.google.ca\/books?id=hL9nBwAAQBAJ&amp;pg=PA13&amp;source=gbs_toc_r&amp;cad=3#v=onepage&amp;q&amp;f=false<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Planning for learning is, according to Wiggins &amp; McTighe (2005), &#8220;to be more thoughtful and specific about our purposes and what they imply&#8221; (p. 14).\u00a0 Using a planning methodology such as the backward design of Wiggins and McTighe (2005), is a great place to start.\u00a0When designing assessment methods, thought needs to be given to\u00a0the purpose [&hellip;]<\/p>\n","protected":false},"author":34493,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3825,1455718],"tags":[],"class_list":["post-3632","post","type-post","status-publish","format-standard","hentry","category-class-discussion","category-d-assessment"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/posts\/3632","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/users\/34493"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/comments?post=3632"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/posts\/3632\/revisions"}],"predecessor-version":[{"id":3634,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/posts\/3632\/revisions\/3634"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/media?parent=3632"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/categories?post=3632"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ldash2015\/wp-json\/wp\/v2\/tags?post=3632"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}