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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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  • Dr. Brian Williams discusses that 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.
  • At the end of the presentation, Dr. Brian Williams states the following: “Our hope is not only that we learn to grade virtuously but that we that we do so in ways that actually nurture the formation of the moral, intellectual, and affective virtue in our students. And we want this because we believe that their virtuous formation contributes directly to their flourishing and the flourishing of the cultures, societies, churches, and schools that they will go on and help create.” Why must we consider how our grading will form our students? Discuss how you might grade virtuously. How does your grading system allow for virtuous formation of your students?

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