000			04714cam a2200325 a 4500
999			_c1062 _d1062
001			15178367
003			OSt
005			20190830155326.0
008			080212s2009 cau b 001 0 eng
010			_a 2008006265
020			_a9781412967259 (pbk.)
035			_a(OCoLC)ocn193904242
035			_a(OCoLC)193904242 _z(OCoLC)213313188
040			_aDLC _cDLC _dYDX _dBAKER _dBTCTA _dYDXCP _dCDX _dDLC
043			_an-us---
050	0	0	_aLB3060.37 _b.P73 2009
082	0	0	_a371.27 THO _222
245	0	0	_aPractical solutions for serious problems in standards-based grading / _cThomas R. Guskey, editor.
260			_aThousand Oaks, CA : _bCorwin Press, _cc2009.
300			_ax, 125 p. ; _c26 cm.
504			_aIncludes bibliographical references and index.
505			_a1. Introduction - Thomas R. Guskey The Difficulty of Change Background and Format Content Summary Our Hope References 2. Grading Policies That Work Against Standards...and How to Fix Them - Thomas R. Guskey Policy #1: Grading "On the Curve" Policy #2: Selecting the Class Valedictorian Policy #3: Using Grades as a Form of Punishment Policy #4: Using Zeros in Grading Policy #5: Hodgepodge Grading Summary References 3. The Challenges of Grading and Reporting in Special Education: An Inclusive Grading Model - Lee Ann Jung Why Does Special Education Grading Matter? Grading Adaptations Implications of Standards-Based Grading Inclusive Grading Model Step 1: Determine If Accomodations or Modifications Are Needed Step 2: Establish Standards for Modified Areas Step 3: Determine the Need for Additional Goals Step 4: Apply Equivalent Grading Practices to Appropriate Standards Step 5: Communicate the Meaning of the Grades Summary References 4. Assigning Fair, Accurate, and Meaningful Grades to Students Who Are English Language Learners - Shannon O. Sampson Challenges of Grading Students Who Are English Language Learners Special Considerations Accommodations Modifications Current Research and Knowledge Base Recommendations for Effective Communication Implications for Educational Policy and Practice Steps Toward Better Practice Communication Reflection References 5. Legal Issues of Grading in the Era of High-Stakes Accountability - Jake McElligott, Susan Brookhart Current Research and Knowledge Base What Is a Grade and Who Assigns It? Students and Legal Issues in Grading Due Process and Equal Protection Grade Reductions Confidentiality Teachers and Legal Issues in Grading First Amendment Liability Implications for Policy and Practice Confidentiality Grade Penalties Appeals Policies and Due Process Educator Responsibilities Recommendations for Improvement References Appendix 6. Fostering Consistency Between Standards-Based Grades and Large-Scale Assessment Results - Megan Welsh, Jerry D'Agostino Description of the Problem Overview of Standards-Based Grading in the District Understanding Teachers' Assessment Styles Assessing Most Standards Grading on Achievement, Not Effort Creating or Borrowing Assessments to Supplement Text-Provided Tests Tracking Performance Skill-by-Skill Focusing on Attainment of Standards Instead of the District Text Grading With End-of-Unit Assessments Other Grading Strategies Focus on Overall Achievement Frequency of Assessment for Grading Purposes Multiple Assessment Approaches Clear Grading Methods Implications Changes in Report Card Format Organizing for Standards-Based Grading Lack of Alignment Between District-Adopted Texts and State Standards Skepticism From Parents and Teachers Recommendations Approaches to Organizing Grade Books Using Diagnostic, Formative, and Summative Assessments Separating Content Area Grades From Effort Selecting a Method for Computing Grades Differentiate Teaching to the Standards From Teaching to the Assessment References 7. Synthesis of Issues and Implications - James H. McMillan Current Grading Practices Key Role of Teacher Judgment The Fundamental Purpose of Standards-Based Grading Validity of Standards-Based Grading Fairness in Standards-Based Grading Standards-Based Grading and Student Motivation Student Standards-Based Self-Grading Standards-Based Grading and Feedback Where Do We Go From Here? References Index
650		0	_aGrading and marking (Students) _zUnited States.
650		0	_aEducation _xStandards _zUnited States.
700	1		_aGuskey, Thomas R.
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/toc/ecip0811/2008006265.html
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS