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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
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    1 Quiz
  2. Lesson 2: The History of Grading (Dr. Brian Williams)
    2 Topics
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    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
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    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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  • Dr. Brian Williams discusses how the result of a “leaving exam” at Oxford was to direct a student toward future-oriented tasks rather than proclaim a verdict like a judge, prompting the student to leave behind what has been judged. Would this kind of response to an exam help to combat the cram-test-forget cycle that so many students experience? How can you incorporate exam results that direct students toward future-oriented tasks?
  • Discuss how your grading system does or does not serve pedagogical ends, institutional ends, and transactional ends at your school or homeschool.
  • Discuss how your current grading system could possibly contribute toward curiositas, which is a moral vice of the appetite that misuses the intellect.
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