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Describe your own classroom assessment processes and reflect on how they lead to student learning.  Do they?

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Think about your school district or a district you are familiar with. Is there an emphasis on classroom assessment? If so, is the approach effective?

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Can you think of a classroom assessment you use that is clearly authentic for the students? How do you know?

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Competent assessment involves aligning the assessment with the learning targets. Give an example from your classroom or from your own learning/training experiences when the learning target and the assessment used to measure student achievement of that target were misaligned.

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Butler and McMunn (2014) realize that constructed-response assessment is not new to the classroom. What is often missing in constructed-response assessments you have created or used?

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What are some examples of projects you use with your students or projects you have personally experienced? What made these special or not so special to your learning? How do projects enhance learning?

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What are some of the tasks you were asked to perform as a student that seemed purposeful and exciting? Why do you remember these?

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Have you experienced using a holistic analytical rubric or both? Which one do you find the most beneficial for you?  For your students?

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In your practice as a teacher, school librarian, or instructional technology specialist, what are specific patterns of performance or trends in student thinking that you look for in your assessment evidence?

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Are your assessment practices modeled on ways you were assessed as a student? What are the similarities and differences between your practice and those you have experienced?

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Briefly note any useful takeaways related to the motivation of K-12 students.

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Does this chapter offer any insights related to your role in motivating adult learners (say, in the role of designing/leading professional development with adult colleagues)?

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From the perspective of a leader of professional development in a school setting (i.e., school librarian, teacher leader, IT specialist, etc.), what do you think the role of grading is when supporting teachers in assessing technology-enhanced instruction?

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Thinking about what we’ve explored this semester in terms of designing assessment in technology-enhanced instruction, what short-term (1 year) and long-term (2-5 years) goal(s) can you set for improving either (a) how you assess your students or (b) how you support others in assessing students?