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Implement standards-based grading practices that accurately and equitably report student achievement!
Standards-based education poses a variety of challenges for grading and reporting practices. This edited volume examines critical issues in standards-based grading and provides specific suggestions for improving policies and practices at the school and classroom levels. The chapters:
- Describe traditional school practices that inhibit the implementation of standards-based grading
- Address how teachers can assign fair and accurate grades to English language learners and students with special needs
- Examine legal issues related to grading
- Discuss why report card grades and large-scale assessment scores may vary
- Offer communication strategies with parents
- Sales Rank: #695720 in Books
- Brand: Brand: Corwin
- Published on: 2008-08-06
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .31" w x 7.00" l, .78 pounds
- Binding: Paperback
- 136 pages
- Used Book in Good Condition
Review
"A very well-written, well-researched work with excellent documentation. It is obvious the contributors are experts and have the ability to communicate their expertise well." (Randy Cook, Chemistry and Physics Teacher 2008-05-22)
"The book combines research, critical issues, and creative solutions in a concise and easy-to-read manner. While there is little doubt that educators today face a myriad of critical issues, this book allows educators to believe that they can be agents of change for students and for the profession." (Sammie Novack, Vice Principal 2008-05-22)
"Anyone with authority and influence over student grading policies should read this book. Educators have to be courageous and confront the inherent problems of traditional grading practices that are not working and that are harmful to students. Doing so requires a proactive approach to problem solving, which this book exemplifies." (Paul Young, Science Department Coordinator 2008-05-22)
About the Author
Thomas R. Guskey, Ph.D., is Professor of Educational Psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is the author/editor of 18 books and over 200 articles published in prominent research journals as well as Educational Leadership, Kappan, and School Administrator. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the National Standards for Staff Development, and recently was named a Fellow in the American Educational Research Association, which also honored him in 2006 for his outstanding contribution relating research to practice. His most recent books include Developing Standards-Based Report Cards (2010), Practical Solutions for Serious Problems in Standards-Based Grading (Ed.) (2009), The Principal as Assessment Leader (Ed.) (2009), The Teacher as Assessment Leader (Ed.) (2009), and Benjamin S. Bloom: Portraits of an Educator (Ed.) (2006).
Most helpful customer reviews
0 of 0 people found the following review helpful.
I was really disappointed to open this book and realize I had already ...
By Holli Niesner
This is a collection of writings and papers on Standards-based grading, all of which can be found on the internet for free. I was really disappointed to open this book and realize I had already read several of these papers online.
0 of 0 people found the following review helpful.
Five Stars
By Michaele Fonnesbeck
Just what I was looking for...
3 of 3 people found the following review helpful.
A 'foundation pick' for any serious educator's collection
By Midwest Book Review
Standards-based education holds many challenges for grading and reporting, and also offer challenges for applications in traditional settings. This collection considers critical points in such grading practices, providing clear and specific suggestions for improving grading policies and practices and considering legal issues, variations in assessment scores and methods, and more. Teachers and administrators receive practical applications over theory in this outstanding survey, a 'foundation pick' for any serious educator's collection.
Diane C. Donovan
California Bookwatch
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