ADED 408 Evaluation Policy

1. Effective: March 15, 2022
Assessment & Evaluation - The Graders School of Learning
Mission Statement: We are committed to provide a safe and supportive learning environment
where we value individuality and we encourage our learners to continually challenge
themselves. Our purpose is to develop lifelong learners who demonstrate respect, diversity and
a commitment to advance the well-being of the community.
Policy Statement:
I. In the Graders school of learning, we have concluded that it is important to acknowledge all
learners in their educational journeys who:
1. Are attempting to complete assignments that reflect content understanding and
progression of content mastery.
2. Are still learning how to develop critical thinking skills that will benefit them in their
educational journeys ahead.
This policy has been developed to outline the process of assessment and evaluation in which
students will be able to clearly define, adjust, and improve their learning outcomes when class
expectations are provided. Student use of feedback and rubrics to analyze work will largely
diminish confusion caused by individual interpretation of class of expectations.
II. This policy will remain active and in place until the end of the Winter 2022 semester for all
students enrolled in the Graders School of Learning who are taking the ADED 408 course,
Assessing Adults.
III. In an effort to capitalize on the usage of formative assessment in the individualized learning
of students, the instructor will:
1. Provide students with rubrics and aids to assist them in the learning process.
2. Ensure that feedback and grades align with the rubric provided.
3. Will attempt, to the best of their ability, to provide assessment and/ or evaluation within
a 72-hour period.
4. Provide clear expectations and directions for course assignments.
5. Assess learner needs through private inquiry and discussion.
6. No part of student assignments or work will be shared without explicit student consent.

2. III. In an effort to capitalize on the usage of formative assessment in the learning of individuals,
a student will:
1. Take part in two self-evaluation processes in an effort to encourage learner
responsibility and share in educational decisions.
2. Take part in student-led feedback sessions on discussion forums and peer
assignment inquiries.
3. Provide continual feedback to peers through participation and collaboration in
discussion forums.
V. The purpose of these assessments/ evaluations are to:
1. Cultivate critical thinking/discussion.
2. Broaden perspectives in order to refocus learners on learning processes rather than
grades.
3. Teach students how to develop a practice of critical self-reflection.
4. Strengthen and develop essential skills such as communicating ideas, self-improvement,
and feedback skills.
5. Encourage students to analyze, examine, and critique personal and peer skills in an
educational setting.
VI. Term Definitions
Self- Assessment: assessment or evaluation of oneself or one's actions and attitudes, in
particular, of one's performance at a job or learning task considered in relation to an objective
standard.
Formative Assessment: to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning. More
specifically, formative assessments: help students identify their strengths and weaknesses and
target areas that need work.
VII. References:
The assessment process - assessment of Student Learning - Missouri State. (2022, March
8). Retrieved March 16, 2022, from
https://www.missouristate.edu/Assessment/the-assessment-process.htm