Menu
Goals: Presenters will review the Berne/McGettigan AI-Infused Authentic Assessment Protocol, a set of guidelines applicable to any discipline and customizable for different students to redesign curriculum and assessments using AI. Attendees will learn about and then use the Protocol to design their own unit plan and assessments using AI.
Overview: Presenters will use a slide deck to present the information and will employ visible thinking routines using digital Padlet and in-person Post-it Notes. After reviewing the content and doing the brief visible thinking routine, the presenters will demonstrate the Protocol with exemplars for different disciplines. Following the exemplars, the format will shift to a workshop format, where attendees will play with the protocol to design a basic unit plan and corresponding assessments using AI. Attendees will leave the presentation with a personalized unit plan design with assessments and a better understanding of how to infuse AI into authentic assessment.
* Introduction (5 min)
* Review of concerns about AI with audience-created Padlet (10 min)
* Brief overview of traditional grading and assessment practices (5 min)
* Discussion of Berne/McGettigan AI-Infused Authentic Assessment Protocol (10 min)
* Exemplars of AI- and Protocol-infused lesson plans and assessments for different disciplines (15 min)
* Workshop with attendees using the Protocol to create individualized lesson plans and assessments with AI (40 min)
* Conclusion (5 min)
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (with Badrinarayan, A., Cardichon, J.,
Cookson, P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., Melnick, H., Truong, N., Wojcikiewicz, S.). (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Palo Alto, CA: Learning Policy Institute.
Guskey, T. (2009). Practical solutions for serious problems in standards-based grading .
Corwin Press.
Guskey, T. (2013). The case against percentage grades. Educational Leadership, 71(1), 68–72.
Guskey, T. (2015). On your mark: Challenging the conventions of grading and reporting.
Solution Tree Press.
Guskey, T. (2020a). Get set, go! Creating successful grading and reporting systems.
Solution Tree Press.
Guskey, T. (2020b, April 13). Assessments and grading in the midst of a pandemic. Peter
DeWitt's Finding Common Ground. EdWeek, https://www.edweek.org/education/opinion-assessments-and-grading-in-the-midst-of-a-pandemic/2020/04
Guskey, T., & Brookhart, S. (2019). What we know about grading : What works, what doesn’t,
and what’s next. ASCD.
Hill, M., Ell, F., Grudnoff, L., Haigh, M., Cochran-Smith, M., Chang, W., & Ludlow, L. (2017).
Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185–204. https://doi.org/10.1080/0969594X.2016.1253541
Jung, L.A. (2018). From goals to growth: Intervention and support in every classroom. ASCD.
Jung, L. A., & Guskey, T. (2012). Grading Exceptional and Struggling Learners. Corwin Press.
Knight, M., & Cooper, R. (2019). Taking on a new grading system: The interconnected effects of
standards-based grading on teaching, learning, assessment, and student behavior. NASSP Bulletin, 103(1), 65–92. https://doi.org/10.1177/0192636519826709
Link, L. (2019). Leadership for grading reform. In T. Guskey & S.Brookhart, S. (Eds.), What
we know about grading : what works, what doesn’t, and what’s next. ASCD.
O’Connor, K. (2018). How to grade for learning: Linking grades to standards (4th ed.). Corwin
Press.