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Assessing Students Classically – Charter School Course
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Lessons & Discussions
Lesson 1: Assessment and the Classical Tradition (Preview Content)3 Topics|1 Quiz -
Lesson 2: The History of Grading (Dr. Brian Williams)2 Topics|1 Quiz
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Discussion: The History of Grading (Part 1)
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Discussion: The History of Grading (Part 2)
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Discussion: The History of Grading (Part 3)
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Discussion: The History of Grading (Part 4)
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Discussion: The History of Grading (Part 5)
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Discussion: The History of Grading (Part 6)
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Discussion: The History of Grading (Part 7)
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Discussion: The History of Grading (Part 8)1 Topic
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Lesson 3: The Liberal Arts and Assessment (Andrew Kern)1 Topic
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Lesson 4: Robyn Burlew on Meaningful Assessments4 Topics|1 Quiz
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Discussion: Christopher Perrin and Robyn Burlew2 Topics
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Discussion: Christopher Perrin and Steve Turley1 Topic
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End of Course TestEnd of Course Test: Assessing Students Classically – Charter School Course1 Quiz
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Question 1 of 5
1. Question
According to Dr. Williams, which of the following increased upon the advent of grading?
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Question 2 of 5
2. Question
The rise of mathematics and Newtonian science were more easily tested by written exams because
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Question 3 of 5
3. Question
The current system of grading in the United States serves which of the following ends?
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Question 4 of 5
4. Question
Curiositas is a moral vice of that appetite that misuses the intellect to pursue forbidden knowledge, to pursue knowledge for disordered means, and to pursue knowledge for disordered ends.
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Question 5 of 5
5. Question
William Farish began assigning marks using numerical scores for the first time in order to avoid bias from oral examinations, which could impact the outcome of the Tripos examination.
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