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.
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.
Content Note
Machine generated contents note: What's the Purpose of This Book? / Rick Stiggins -- How Is This Book Organized? / Rick Stiggins -- Changes in the Fourth Edition / Rick Stiggins -- How Can This Book Be Used? / Rick Stiggins -- What Grading Terminology Is Needed? / Rick Stiggins -- What Is the Context of Grading? / Rick Stiggins -- Educator Contribution: Professional Judgment / Rick Stiggins -- How Do These Concepts Affect Classroom Assessment? / Damian Cooper -- Why Grade? / Damian Cooper -- What Are the Underlying Perspectives on Grading? / Damian Cooper -- Standards-Based Grading / Damian Cooper -- Educator Contribution: Student Voices on Standards-Based Grading / Damian Cooper -- Grading "Gym" / Katie Budrow -- Grading Issues / Katie Budrow -- Guidelines for Grading / Katie Budrow -- Guideline 1 / Katie Budrow -- The Case of Donald's Meaningless English Grade / Katie Budrow -- What's the Purpose of the Guideline? / Katie Budrow -- What Are the Key Elements of the Guideline? / Katie Budrow -- Educator Contribution: Focus on Standards / Katie Budrow -- Educator Contribution: Letter to Parents: 2016-2017 / Carol Commodore -- Science Grading Process / Ken Mattingly -- Educator Contribution: Basing Grades on Standards / Ken Mattingly -- Educator Contribution: A Standards-Based Algebra Exam Outline / Laurie Ransom -- Educator Contribution: Prioritizing Standards for Determining Proficiency / Megan Moran -- What's the Bottom Line? / Megan Moran -- What's My Thinking Now? / Megan Moran -- A Reflection on Guideline 1 / Megan Moran -- Guideline 2 / Megan Moran -- The Case of Sally's Shocking Grade / Megan Moran -- What's the Purpose of the Guideline? / Megan Moran -- What Are the Key Elements of the Guideline? / Megan Moran -- Educator Contribution: The Power of the Pyramid: A Protocol for Collaborative Drafting and Consensus Building / Megan Moran -- Educator Contribution: Using Criterion-Referenced Performance Standards as Reference Points to Determine Grades / Jake Dibbert / Michelle Kuhns / Jennifer Mendes / Michelle Remington -- Educator Contribution: Target-Based Grading in Collaborative Teams / Natalie Bolton -- What's the Bottom Line? / Tom Hierck / Garth Larson -- What's My Thinking Now? / Tom Hierck / Garth Larson -- A Reflection on Guideline 2 / Tom Hierck / Garth Larson -- Guideline 3 / Tom Hierck / Garth Larson -- The Case of Rick's Mysterious Falling Grade / Tom Hierck / Garth Larson -- What's the Purpose of the Guideline? / Tom Hierck / Garth Larson -- What Are the Key Elements of the Guideline? / Tom Hierck / Garth Larson -- Educator Contribution: Grading Individual Achievement and Reporting Behavior, Effort, and Participation Separately / Tom Hierck / Garth Larson --
Note continued: What's the Purpose of the Guideline? / Nathan Wear -- What Are the Key Elements of the Guideline? / Nathan Wear -- Educator Contribution: Rejecting the Average / Nathan Wear -- Educator Contribution: The Consequence for Not Doing Your Work...Is Doing Your Work / Douglas Reeves -- Educator Contribution: A Common Approach to Building the Brickhouse Culture-Power of ICU Assignments / Sherri Nelson -- Educator Contribution: Amnesty Days / Cory Strasser -- Educator Contribution: Leveled Assessment and Grading at University of Toronto Schools / Dave Nagel -- Educator Contribution: Determining Grades / Rosemary Evans -- What's the Bottom Line? / Arthur Chiaravalli -- What's My Thinking Now? / Arthur Chiaravalli -- A Reflection on Guideline 6 / Arthur Chiaravalli -- Guideline 7 / Arthur Chiaravalli -- The Case of Rob's "Bad" Grade / Arthur Chiaravalli -- What's the Purpose of the Guideline? / Arthur Chiaravalli --
