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Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Jung, Lee Ann; Guskey, Thomas R. – Online Submission, 2009
Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…
Descriptors: Grades (Scholastic), Grading, Special Needs Students, Disabilities
Royal, Kenneth D.; Guskey, Thomas R. – Online Submission, 2014
A common practice in medical education is to create a prescribed distribution of grades, or ratings, so that only a certain percentage of students receive the highest marks. This approach typically is employed to curb grade inflation and as a means to help faculty distinguish outstanding performers. Despite the well-intentioned reasoning for using…
Descriptors: Grades (Scholastic), Grading, Medical Education, Grade Inflation
Guskey, Thomas R. – Educational Horizons, 2007
Many school leaders today, not to mention many teachers, view "accountability" as a loathsome political monster. Looming over educators, insensitive to the many problems they face, it wields the carrot of rewards in one hand and the club of sanctions in the other. Some educators even blame accountability for perverting their noble…
Descriptors: Instructional Leadership, Accountability, Federal Legislation, Educational Legislation
Jung, Lee Ann; Guskey, Thomas R. – Online Submission, 2007
Grades, report cards, and other progress reports are important vehicles for communicating with families about their children's strengths, areas to target, and interventions that can be used at home. For families of children with disabilities, accurate information on learning progress is essential for understanding intervention effectiveness and…
Descriptors: Special Needs Students, Disabilities, Report Cards, Placement