Setting and using criteria

Setting and Using Criteria focuses on tried and true ways for teachers to involve students in their own assessment. The authors outline a four-step process for co-constructing criteria, then show how to use these criteria for assessing learning without grades or other evaluative feedback. This book includes: Practical ideas Cross-curricular examples Ten ways to provide specific feedback Responses to commonly asked questions Reproducibles Setting and Using Criteria is the first book of the three-volume set called Knowing What Counts-a series for teachers who want to help their students learn more by involving them in assessment. Book jacket.

Foreword	p. 7
1 Setting Criteria	p. 13
What are criteria, and why do we set them?	p. 13
A four-step process for setting criteria with students	p. 13
Step 1 Brainstorm	p. 14
Step 2 Sort and categorize	p. 17
Step 3 Make and post a T-chart	p. 19
Step 4 Add, revise, refine	p. 20
Scenarios for setting criteria with students	p. 20
Using personal experience	p. 20
Using familiar classroom experiences	p. 24
Using specific examples	p. 26
Starting with standards or outcomes	p. 28
Beginning with students' ideas	p. 30
2 Assessing Student Work in Relation to Criteria	p. 33
What is assessment?	p. 33
Shifting to criteria-based assessment	p. 34
Ten ways to assess without grading student work	p. 36
Met, Not Yet Met	p. 39
Met, Not Yet Met, I Noticed	p. 40
Sample Match	p. 42
Performance Rubric	p. 45
More of, Less of	p. 46
N.B. (Pay Attention)	p. 47
Specific Remarks	p. 49
Using Acronyms	p. 50
The Next Step	p. 53
Key Questions	p. 54
3 Questions and Responses	p. 57
What happens to grades when we use these approaches?	p. 57
How did our record keeping change when we used criteria?	p. 60
Can students use these approaches for self-assessment?	p. 62
What about the students who cannot meet all the criteria?	p. 63
How can I convince my students that they can live without grades?	p. 63
Conclusion	p. 65
Appendix: Reproducibles	p. 67
Bibliography	p. 77

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