Approaches to Remote Assessment

Approaches to Remote Assessment

As we introduce new content and assess for understanding it’s critical to consider the following:

1. Set realistic expectations for you and your students.
   In the weeks we have remaining in this school year, refer back to your curriculum mapping to ensure that focus is on only the most essential knowledge, skills, and abilities you expect students to demonstrate by the end of the course. As you consider what students will be able to demonstrate in a remote context, let go of any non-essential expectations. You may have to revise existing practices to account for current circumstances.

2. Communicate with students.
   Explain to students that you are making changes. Share that you are working to help them to succeed in your class, even when modifications are necessary. Clarify that they know how you are giving feedback, options for re-doing and re-submitting work, and how your feedback aligns to grades.

3. Enable students to demonstrate learning in multiple ways.
   Think about different forms of assessment, using live platforms, Google options, presentations, and other digital tools. Consider reducing the number of high-stakes assessments and moving to more, lower-stakes assessments (e.g., quizzes, reflection papers, problem sets). Lower-stakes assessments typically mean examining students’ learning more frequently. Lower-stakes assessments tend to reduce stress, which in turn often means a reduced inclination to rely on outside sources.

4. Adjust your grading practices.

The virtual learning environment does not lend itself to the direct replication of the traditional brick and mortar classroom, our approach to instruction, development of activities, and grading of assignments is very different. A Spring Semester Pass/No Pass in this transition to Digital Learning is based on our closely held value of equity, and it means staff have the space and time to adapt and meet student needs and account for the inequitable learning conditions that the COVID-19 crisis has exacerbated.

While assessing activities is an aspect of our Distance Learning program, we will focus this spring on student learning and social emotional wellbeing. Teachers have discretion over how assignments are graded, and the guidelines linked below will provide direction for report cards, student support responsibilities, and distinction between Pass/No Pass.

Consider how you can challenge students who are showing proficiency and ask how can you support students who are not? Can you make what they need to learn more clear or accessible? Have you consulted with administration, Specialists, or counseling to support students?

DJUSD 2019-20 Elementary Distance Learning - Trimester 3: Report Card Addendum

DJUSD 2019-20 Secondary Distance Learning - Spring Semester Pass/No Pass Guidelines

Academic Integrity

Academic integrity in a remote learning environment can be promoted by changing assessment strategies. The following approaches can help disincentivize academic dishonesty and give you clear feedback on content that needs more reteaching and support: