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Author: Timothy Quinn
Publisher: R&L Education
ISBN: 1610489136
Category : Education
Languages : en
Pages : 141
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Book Description
Too often teachers and schools operate with grading systems that are vestiges of an antiquated educational model with little fresh thinking as to how grades affect student learning. In On Grades and Grading, Timothy Quinn addresses this problem head on, offering an in-depth and nuanced analysis of the purposes grades can serve, as well as their impact on student learning. Quinn takes a hard look at the three pedagogical purposes for grades – providing data about students, motivating students, and providing students with feedback on their work. He then goes on to address a number of specific and, at times, controversial grading related issues, including grade inflation, grading collaborative work, grading and failure, the grading of behaviors and dispositions, and the use of technology in grading. Educators will find both concrete strategies for improving their grading systems and policies and, perhaps most importantly, a rich resource for improving student learning. Ultimately, Quinn hopes to create a world in which students, parents, and teachers all pay more attention to learning and less to grades themselves.
Author: Timothy Quinn
Publisher: R&L Education
ISBN: 1610489136
Category : Education
Languages : en
Pages : 141
Get Book Here
Book Description
Too often teachers and schools operate with grading systems that are vestiges of an antiquated educational model with little fresh thinking as to how grades affect student learning. In On Grades and Grading, Timothy Quinn addresses this problem head on, offering an in-depth and nuanced analysis of the purposes grades can serve, as well as their impact on student learning. Quinn takes a hard look at the three pedagogical purposes for grades – providing data about students, motivating students, and providing students with feedback on their work. He then goes on to address a number of specific and, at times, controversial grading related issues, including grade inflation, grading collaborative work, grading and failure, the grading of behaviors and dispositions, and the use of technology in grading. Educators will find both concrete strategies for improving their grading systems and policies and, perhaps most importantly, a rich resource for improving student learning. Ultimately, Quinn hopes to create a world in which students, parents, and teachers all pay more attention to learning and less to grades themselves.
Author: Ken O'Connor
Publisher: Corwin Press
ISBN: 1506334180
Category : Education
Languages : en
Pages : 537
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Book Description
Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently
Author: Susan Debra Blum
Publisher:
ISBN: 9781949199819
Category : Grading and marking (Students)
Languages : en
Pages : 0
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Book Description
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
Author: Joe Feldman
Publisher: Corwin Press
ISBN: 1506391591
Category : Education
Languages : en
Pages : 282
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Book Description
"Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.
Author: Sarah M Zerwin
Publisher:
ISBN: 9780325109510
Category :
Languages : en
Pages :
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Book Description
"An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic"--
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935542435
Category : Education
Languages : en
Pages : 229
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Book Description
Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content.
Author: Howard Kirschenbaum
Publisher: Maize Books
ISBN: 9781607856795
Category : Education
Languages : en
Pages : 0
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Book Description
Grades and grading are an accepted part of modern education. But why? Why do we accept a system that is more focused on ranking students than on learning? Why do we accept the negative effects of standard grading approaches, including turning students off from learning, increasing stress, creating winners and losers, and perpetuating racial and economic inequality? Why do we accept these things when there are better alternatives? Wad-Ja-Get? is a unique discussion of grading and its effects on students. The book was written by three education professors who have had first-hand contact with the problems of grading in all its forms. Written in the form of a novel, the topic is explored through the eyes of students, teachers, and parents in one high school embroiled in a controversy around grading. Possible alternatives to the grading system are examined in detail and the research on grading is summarized in an appendix. This 50th anniversary edition of the book includes a new introduction by Professor Barry Fishman, updating the research and setting the original book in the context of today's educational and societal challenges. Wad-Ja-Get? remains timely five decades after its original publication, and will be inspiring to students, parents, educators, and policymakers.
Author: Valen E. Johnson
Publisher: Springer Science & Business Media
ISBN: 0387001255
Category : Education
Languages : en
Pages : 270
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Book Description
Grade inflation runs rampant at most colleges and universities, but faculty and administrators are seemingly unwilling to face the problem. This book explains why, exposing many of the misconceptions surrounding college grading. Based on historical research and the results of a yearlong, on-line course evaluation experiment conducted at Duke University during the 1998-1999 academic year, the effects of student grading on various educational processes, and their subsequent impact on student and faculty behavior, is examined. Principal conclusions of this investigation are that instructors' grading practices have a significant influence on end-of-course teaching evaluations, and that student expectations of grading practices play an important role in the courses that students decide to take. The latter effect has a serious impact on course enrollments in the natural sciences and mathematics, while the combination of both mean that faculty have an incentive to award high grades, and students have an incentive to choose courses with faculty who do. Grade inflation is the natural consequence of this incentive system. Material contained in this book is essential reading for anyone involved in efforts to reform our postsecondary educational system, or for those who simply wish to survive and prosper in it. Valen Johnson is a Professor of Biostatistics at the University of Michigan. Prior to accepting an appointment in Ann Arbor, he was a Professor of Statistics and Decision Sciences at Duke University, where data for this book was collected. He is a Fellow of the American Statistical Association.
Author: Matt Townsley
Publisher: Solution Tree
ISBN: 9781949539653
Category : Education
Languages : en
Pages : 0
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Book Description
"In Making Grades Matter: Standards-Based Grading in a Secondary PLC authors Matt Townsley and Nathan L. Wear provide readers with a practical guide toward the implementation of the standards-based grading system. Although much has been written about the concept and advantages of standards-based grading, in this book, the authors focus specifically on implementing the framework at the secondary level with the vital support of a professional learning community (PLC). As such, this book provides a roadmap that secondary school educators and administrators working in a PLC can utilize to initiate the multiyear process toward implementing standards-based grading schoolwide or districtwide. Not only are each of the practices needed for this change covered in detail, but each practice is connected directly with one of three foundational principles of standards-based grading. In this book, readers will find all of the tools, resources, and guidance they need to not only implement the standards-based grading system in their schools but, through collaborative work within a PLC, achieve the greatest possible success with it"--
Author: Thomas R. Guskey
Publisher: ASCD
ISBN: 1416627243
Category : Education
Languages : en
Pages : 250
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Book Description
Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: - Start with clear learning goals, - Focus on the feedback function of grades, - Limit the number of grade categories, and - Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works—and where to go from here.
