A Repair Kit for Grading: Fifteen Fixes for Broken Grades with DVD (2nd edition)
By: Ken O'Connor (author)Paperback
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Communicating about student achievement requires accurate, consistent and meaningful grades. Educators interested in examining and improving grading practices should ask the following questions: * Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning? * Am I confident that the grades I assign students accurately reflect my school or district's published performance standards and desired learning outcomes? In many schools, the answers to these questions often range from "not very" to "not at all." When that's the case, grades are "broken" and teachers and schools need a "repair kit" to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs. Additional Resources from ATIVisit http://ati.pearson.comto read more articles on assessment, download study guides, and more!
Ken O'Connor is a former Curriculum Coordinator with the Scarborough Board of Education in Ontario, Canada. He is an expert on grading and reporting with a particular emphasis on using these techniques to improve student achievement through student involvement. With over twenty years of teaching experience in secondary schools in Australia and Ontario, he has presented hundreds of workshops for teachers at every grade level, and is the author of the very successful How to Grade for Learning.
Table of Contents Preface Chapter 1 Setting the StageKey Definitions Purpose(s) for GradesUnderpinning Issues Fairness Motivation Objectivity and Professional JudgmentStudent Involvement The 15 Fixes Chapter 2 Fixes for Practices That Distort AchievementFix 1 Don't include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement. Student Involvement SummaryFix 2 Don't reduce marks on "work" submitted late; provide support for the learner. Student Involvement SummaryFix 3 Don't give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement. Student Involvement SummaryFix 4 Don't punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement. Student Involvement SummaryFix 5 Don't consider attendance in grade determination; report absences separately. SummaryFix 6 Don't include group scores in grades; use only individual achievement evidence. Summary Chapter 3 Fixes for Low-Quality or Poorly Organized EvidenceFix 7 Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals. SummaryFix 8 Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations. Student Involvement SummaryFix 9 Don't assign grades based on a student's achievement compared to other students; compare each student's performance to preset standards. SummaryFix 10 Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments. Summary Chapter 4 Fixes for Inappropriate Grade CalculationFix 11 Don't rely only on the mean; consider other measures of central tendency and use professional judgment. SummaryFix 12 Don't include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement, or use "I" for Incomplete or Insufficient Evidence. Student Involvement Summary Chapter 5 Fixes to Support LearningFix 13 Don't use information from formative assessments and practice to determine grades; use only summative evidence. Student Involvement SummaryFix 14 Don't summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement. SummaryFix 15 Don't leave students out of the grading process. Involve students; they can-and should-play key roles in assessment and grading that promote achievement. Summary Chapter 6 Summary Appendix: Discussion Guide References
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- ID: 9780132488631
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