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Assessing Students Classically

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  1. Lessons & Discussions

    Lesson 1: Assessment and the Classical Tradition (Preview Content)
    3 Topics
    |
    1 Quiz
  2. Lesson 2: The History of Grading (Dr. Brian Williams)
    2 Topics
    |
    1 Quiz
  3. Discussion: The History of Grading (Part 1)
  4. Discussion: The History of Grading (Part 2)
  5. Discussion: The History of Grading (Part 3)
  6. Discussion: The History of Grading (Part 4)
  7. Discussion: The History of Grading (Part 5)
  8. Discussion: The History of Grading (Part 6)
  9. Discussion: The History of Grading (Part 7)
  10. Discussion: The History of Grading (Part 8)
    1 Topic
  11. Lesson 3: The Liberal Arts and Assessment (Andrew Kern)
    1 Topic
  12. Lesson 4: Josh Gibbs on How to Test Students
    3 Topics
    |
    1 Quiz
  13. Discussion: Christopher Perrin and Josh Gibbs
    2 Topics
  14. Lesson 5: Robyn Burlew on Meaningful Assessments
    4 Topics
    |
    1 Quiz
  15. Discussion: Christopher Perrin and Robyn Burlew
    2 Topics
  16. Discussion: Christopher Perrin and Steve Turley
    1 Topic
  17. End of Course Test
    End of Course Test: Assessing Students Classically
    1 Quiz
Lesson Progress
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  • According to Joshua Gibbs, it is important for grades to be psychologically realistic to students. Why is this important? How can you implement a grading system that is more psychologically realistic to students? How might you communicate the grading system to your students?
  • Why should a grading system keep up morale and motivation for students? How might a grading system like the one that Joshua spoke about bring coaching and mentorship into your relationships with your students?
  • How does your pedagogy reveal God as teacher to your students?
  • How might challenging students to characterize the “excellent student” liberate them to be students who are glorious? How might your own reflection of an “excellent teacher” liberate you to glorify God? Discuss your ideal image of a teacher.

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