ERIC Number: ED464084
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
How To Grade for Learning: Linking Grades to Standards. 2nd Edition.
This book presents guidelines to help teachers design and conduct grading practices that help students feel in control of their own academic success. After an introduction, the 12 chapters are: (1) "Linking Grades"; (2) "Using Performance Standards"; (3) "Grading Individual Achievement"; (4) "Sampling Student Performance"; (5) "Changing Grades"; (6) "Crunching Numbers"; (7) "Quality Assessment and Keeping Records"; (8) "Communicating with Students about Grades"; (9) "Putting It All Together" (grade book and checklists); (10) "More Grading Issues" (grading systems, grading exceptional students, computer grading programs, calculating grade point averages, other legal issues, and grading policy); (11) "Communicating Student Achievement to Others" (report cards, expanded format reporting, informal communications, and student-involved conferencing); and (12) "The Way Ahead" (de-emphasizing traditional grades, demystifying the entire process, focusing on the learning process, and focusing on individual student progress). Each chapter presents purposes and key elements of the guideline and examines the bottom line. At the end of each chapter, a reflective activity asks readers to think about the guideline and its importance and meaning to them. Three appendixes include a glossary, guidelines for grading in standards based systems, and a proposed grading policy. (Contains 145 references.) (SM)
Descriptors: Academic Achievement, Academic Standards, Elementary Secondary Education, Grades (Scholastic), Grading, Higher Education, Report Cards, Student Evaluation, Teacher Student Relationship
SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 ($29.95). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: email@example.com; Web site: http://www.skylightedu.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: Foreword by Rick Stiggins.