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To enable authentic assessment practice, the authors collaborated with an Arts and Sciences faculty member who taught a freshman course and was a former middle school teacher. By using current students’ work samples, candidates created a one-point rubric, analyzed student work, delivered feedback, identified whole-class learning patterns, and offered student-specific suggestions, preparing them for later teaching assignments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-middle-level-education-volume-25-issue-2-article-7/600044/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-middle-level-education-volume-25-issue-2-article-7/600044.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did the authors seek work samples during the fall 2020 semester?","Question",{"text":112,"@type":113},"COVID restrictions prevented pre-service teachers from having access to student work samples early in the semester. The collaboration was designed to provide assessment experience using real samples.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the candidates assess student learning in this collaboration?",{"text":117,"@type":113},"They used first drafts from students in the partner course to create a one-point rubric, analyze writing, give feedback, and identify learning patterns across the whole class.",{"name":119,"@type":110,"acceptedAnswer":120},"What role did item analysis play in preparing pre-service teachers?",{"text":121,"@type":113},"The authors used item analysis to help candidates consider how to assess formative instruments, and it supported their practice analyzing student work before their own teaching assignments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600044,1792231638,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 25  Issue 2 | Article 7 |\n| --- | --- |\n| February 2021\u003Cbr>Teaching Candidates toAssess Student Learning: A COVID Collaboration with Arts and Sciences Faculty\u003Cbr>Nancy B. Ruppert\u003Cbr>UNC-Asheville, [nruppert@unca.edu](nruppert@unca.edu)\u003Cbr>Jessica Pisano\u003Cbr>UNC-Asheville, [jpisano@unca.edu](jpisano@unca.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Secondary Education Commons |  |\n\nRecommended Citation  \nRuppert, Nancy B. and Pisano, Jessica (2021) \"Teaching Candidates to Assess Student Learning: A COVID Collaboration with Arts and Sciences Faculty,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 7.  \nDOI: 10.20429/cimle.2021.250207  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/7](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/7)  \nThis best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nTeaching Candidates to Assess Student Learning:  \nA COVID Collaboration with Arts and Sciences Faculty  \nNancy B. Ruppert  \nJessica Pisano  \nUniversity of North Carolina, Asheville  \nAbstract  \nIn the fall of 2020, due to COVID, our pre-service teachers did not have access to student work  \nsamples early in the semester. In order to learn how to assess student learning I reached out to an  \nArts and Sciences faculty who teaches a freshman course. The Arts and Sciences faculty was a  \nformer middle school teacher who was scheduled to talk about the teaching of writing in our  \nmethods class. We decided to add using work samples from her current students to provide an  \nassessment experience. This exercise allowed pre-service teachers to create a one-point rubric,  \nanalyze student work, give feedback, examine patterns of learning for the whole class, as well as give suggestions for each student based on their work. The practice prepared them for their own  \nfall teaching assignment, and all were able to analyze their students' works successfully.  \nBackground  \nAMLE (2010; updated in 2021) describes leadership in exemplary middle schools as collaborative: “Leaders demonstrate courage and collaboration.” Under the category of  \nCurriculum, Instruction, and Assessment, we are directed that successful middle schools use  \n“Varied and ongoing assessments [to] advance learning as well as measure it.” During the 2020  \nPandemic, we found our partner relationships with our Arts and Sciences faculty extremely  \nhelpful as we struggled to provide authentic experiences while preparing our candidates to assess  \nstudent learning.  \nFor language arts candidates, I (Nancy) turned to our English faculty liaison. Together we decided to help our candidates consider how to assess a formative instrument using item analysis (University of Washington, 2020) . We received approval from the Institutional Review Board  \n(IRB) to seek volunteers who would allow our candidates access to their first draft assignment  \nbased on writing a memoir. We used this process at the beginning of the semester so that when  \ncandidates taught their lessons towards the end of the semester, they were prepared to assess  \nstudent learning.  \nLANG 120, One of Our Liberal Arts Core Courses  \nThe English faculty liaison is a former middle and high school English teacher, currently  \na lecturer and Writing Program Coordinator in the English department. This fall she","cbCaifnXycHmisCc","https://ap.wps.com/l/cbCaifnXycHmisCc","pdf",126324,"English","# Teaching Candidates to Assess Student Learning: A COVID Collaboration with Arts and Sciences Faculty\n## Abstract\n## Background\n## LANG 120, One of Our Liberal Arts Core Courses\n## The Process\n## Step 1. Using Item-Analysis to Assess Student Learning","[{\"question\":\"Why did the authors seek work samples during the fall 2020 semester?\",\"answer\":\"COVID restrictions prevented pre-service teachers from having access to student work samples early in the semester. The collaboration was designed to provide assessment experience using real samples.\"},{\"question\":\"How did the candidates assess student learning in this collaboration?\",\"answer\":\"They used first drafts from students in the partner course to create a one-point rubric, analyze writing, give feedback, and identify learning patterns across the whole class.\"},{\"question\":\"What role did item analysis play in preparing pre-service teachers?\",\"answer\":\"The authors used item analysis to help candidates consider how to assess formative instruments, and it supported their practice analyzing student work before their own teaching assignments.\"}]","Current Issues in Middle Level Education - Volume 25 - Issue 2 - Article 7 | PDF",1792089922,23]