The Anderson Conference is coming!! This year TLC coordinators have invited some local assessment experts, who will come share both assessment theory and practice. Their main focus will be assessment at the course level. The conference title says a lot, I think:
Shifting from a Grading Culture to a Learning Culture: Assessment Theory & Practice
The sessions rotate through some of our campuses. You are welcome to come to some sessions, even if you don't make them all. For each campus session attended, PT Faculty will receive a $25 stipend.
January 27th at Rock Creek: 1:00pm-4:15pm
keynote:Student Assessment That Boosts Learning
January 28th at Cascade: 9:00am-12:00pm
keynote: Assessment for Learning Using Rubrics
January 28th at Sylvania: 1:00pm-4:00pm
keynote: Descriptive Feedback
The TLC coordinators have forwarded to me the bios of the two main presenters (with break out sessions being offered after each keynote.) So I am sharing them with you here:
Judy Arter has worked at all levels of assessment from college to elementary school and from large-scale high-stakes testing to classroom/course assessment for learning. Her passion is formative assessment (assessment that supports student learning). She has developed performance assessments and rubrics for many contexts and subject areas.
Judy has facilitated over 1200 trainings in the area of student assessment since 1978. She worked at the Assessment Training Institute in Portland, OR from 1999 to 2010 and was director of Northwest Regional Educational Laboratory's (now Education Northwest) assessment unit from 1990 to 1999.
Judy is a co-author of Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (2001), Assessment FOR Learning: An Action Guide for School Leaders (2005), Classroom Assessment for Student Learning: Doing It Right –Using It Well (2004), and Creating and Recognizing Quality Rubrics (2006).
She has a PhD in special education (University of Illinois, Champaign-Urbana, 1976) and a BS in mathematics (University of California, San Diego, 1971).
Loren Ford has a Master's Degree in Psychology and is a Licensed Professional Counselor. Over the last 33 years he has taught numerous psychology and history courses at Clackamas Community College. After years of using assessment strictly to give grades, he is experimenting with strategies to use student assessment differently to (1) motivate students to do practice work, and (2) as an instructional methodology to help students learn more quickly and deeply. For example, he is developing rubrics to help students understand the communication and reasoning proficiencies necessary for success in school and daily living.
The conference breakout sessions will address such topics as grading strategies, rubrics, providing effective feedback, and more.