Teachers are being challenged at this time to find ways of tracking how much their students understand during this period of distance learning. Join GSE associate professor Maria Araceli Ruiz-Primo and doctoral student Sara Dozier for a discussion and Q&A on how today’s school closures have affected teachers’ ability to evaluate students. Sara and Professor Ruiz-Primo will also share foundational strategies and reminders to consider when assessing student progress in our current learning environment.
Registration required. Event password will be emailed to all registered guests at 1:00 PM Pacific time (one hour before the event) on Tuesday, June 16.
You must have a Zoom account to attend this program. Use the following link to download the Zoom client: https://zoom.us/download.
ABOUT THE SPEAKERS
Maria Araceli Ruiz-Primo is an associate professor at the Graduate School of Education at Stanford University where she is director of the Laboratory of Educational Assessment, Research, and InnovatioN (LEARN). Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices such as the use of assessment conversations and embedded assessments. Her recent work focuses on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. She is co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.
Sara Dozier is a doctoral student in Curriculum and Teacher Education and Education Policy Analysis at Stanford University, where she studies assessment in the service of student sensemaking in science. Sara earned a Bachelor of Arts in Molecular, Cellular, and Developmental Biology from the University of California, Santa Cruz and a Master of Science in Biological Science from the University of California, San Diego. After working as a biological researcher for nearly a decade, she taught science in public high schools, then facilitated professional learning as a science coordinator at the Alameda County Office of Education.
