Author

Amanda Reed

Term

Summer 2020

Capstone

Capstone Project

Degree Name

MAEd

Facilitator(s)

Jana Lo Bello Miller

Content Expert

Kim Knutilla

Abstract

Assessment is a critical component of being an educator. Research has shown that educators put more of their trust in their local assessments’ data, rather than that of state mandated testing. Therefore educators must be well educated on the best practices that surround assessments, in order to ensure that the data in which they are trusting is the most accurate and appropriate measure of their student’s success. This capstone project reviews the current literature surrounding such practices in order to answer the question: Is it possible to extend the knowledge of current research, to educators, through the form of a professional development workshop, with regards to best practice for assessments, and related instructional practices, at the secondary level? Ultimately, the conclusion is yes, there are best practices suggested by the current research that can be easily articulated to and practiced by educators, in the form of a professional development. A majority of the best practices surround the sub-category of formative assessment, rather than prior knowledge and summative assessments. The resulting professional development is designed to be implemented in a small charter school, at the secondary level, in the upper midwest of the United States. Additionally, it is meant to give the participants ample time and opportunity to collaborate with their colleagues, practice, and reflect on the best practices surrounding assessment.

Keywords

Assessment, Staff Development, Secondary Education

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

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Education Commons

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