Sue Brookhart’s

Design for Classroom Assessment

Presented by Education Resource Group

5-6 October 2019


Feedback that Feeds Forward

Feedback is only effective if it is a catalyst for change in student learning. Effective feedback is timely, descriptive, and specific to both the work and the student’s needs. In effective feedback episodes, both the teacher and student learn something. Effective feedback is coupled with immediate opportunities for students to use it. Participants in this session will analyse examples of feedback and learn feedback strategies that help students answer the question, “Where am I now, and what do I do next?”

Objectives and Outcomes:

  • Looking at feedback through three lenses
  • Providing effective feedback messages to students
  • Creating opportunities for students to use feedback and improve

Learning Targets: Helping Students Aim for Understanding

The first thing students need to learn is what it is that they are supposed to be learning. Sharing learning targets and criteria for success is the fundamental formative assessment method, upon which all the others depend. Learning targets are often characterized as simply instructional objectives in student-friendly language. This is not true! A learning target is only a target if students are aiming for it, and a learning target is tied to what students actually do in an individual lesson. Participants in this session will discover strategies for helping students answer the question “What am I supposed to be learning?”

Objectives and Outcomes:

  • Viewing a learning target from the student’s point of view
  • Making learning targets “live” in a lesson: the performance of understanding
  • Developing assessment-capable students: student look-fors


Proficiency Based Grading

Grades are imperfect, shorthand answers to "What did students learn, and how well?" In Dr. Brookhart’s work, ERG guides educators at all levels in figuring out how to produce grades—for single assignments and report cards—that accurately communicate students' achievement of learning goals.

Fundamental to effective grading and learning practices:

  • Acknowledging that all students can learn
  • Supporting and motivating student effort and learning
  • Designing and grading appropriate assessments
  • Creating policies for report card grading
  • Implementing learning-focused grading policies
  • Communicating with students and parents
  • Assessing school or district readiness for grading reform

Although grading is a necessary part of schooling, Brookhart reminds us that children are sent to school to learn, not to get grades.


Dr. Hannah Reeder is the Director of Clinical Education at Appalachian State University in Boone, North Carolina. She also serves as an educational consultant for Education Resource Group (ERG). Dr. Reeder earned her Ed.D. in educational leadership and policy analysis. She holds a master’s degree in curriculum and instruction and a bachelor’s degree in elementary education. In her current role, Dr. Reeder oversees all field experiences for teacher education majors. She has also taught elementary education methods courses and educational assessment courses. She joined the College of Education faculty in 2013.

Prior to serving in higher education, Dr. Reeder was an elementary classroom teacher, math specialist, and assistant principal. She holds a North Carolina teaching license in elementary education, curriculum instructional specialist, and K-12 school administration.

Dr. Reeder works closely with classroom teachers and school administrators to build their assessment practices while maintaining a focus on student learning. Her research interests include classroom assessment, new teacher induction, and preservice field experiences.


Who Should Attend:

  • Elementary, middle, and high school classroom teachers
  • Elementary, middle, and high school curriculum and learning coaches
  • Elementary, middle, and high school administrators


  • This workshop has limited space. Please register as soon as possible to guarantee your participation.


  • The cost of the workshop is 50 USD or 1500 NTD for participants from EARCOS schools. This fee covers the meals, snacks, and materials for the conference. The fee is $150 USD or $4500 NTD for participants from non-EARCOS schools.
  • Please see the Payment Information for detailed instructions.


  • For any questions regarding the Weekend Workshop please contact workshop coordinator Rachel Bishop

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40661台中市北屯區苧園巷21之1號 | 電話: 04-2239-7532 | 傳真: 04-2239-4956