Full Description
'After using these concepts and procedures for the past four years, I would recommend O'Connor's approach to all teachers who believe that grades should clearly communicate actual student learning. For educators who want to make grades more meaningful and useful to students, parents, and teachers, this is the book to read'-Forrest Clark, Math Teacher , Nisqually Middle School, Lacey, WA 'O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation'-Patricia Schenck, Academic Program Coordinator, Educator Preparation , Gulf Coast Community College Academic assessment methods should help students grow and develop to their full potential. Many educators would agree, however, that traditional grading practices are incompatible with today's standards-based systems. This third edition of the best-selling How to Grade for Learning demonstrates how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement. Ken O'Connor updates his eight guidelines for good grading, explains the purpose and key elements of each guideline, and offers recommendations for practical applications. The book examines a number of additional grading issues, including grade point average calculation and the use of computer grading programmes. This thoroughly revised edition includes:- A greater emphasis on standards-based grading practices - Updated research and additions to the sections on feedback and homework - New sections on academic dishonesty, extra credit, and bonus points - Additional information on utilizing level scores rather than percentages - Reflective exercises - Techniques for managing grading time more efficientlyAn invaluable tool to help individual teachers assign grades that are accurate, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
Contents
Foreword by Rick StigginsPrefaceAcknowledgmentsAbout the AuthorIntroductionWhat Grading Terminology Is Needed?What Is the Context of Grading?Constructivist Theories of LearningHow Do These Concepts Affect Assessment?Why Grade?What Are the Underlying Perspectives on Grading?Grading Practices and GuidelinesGrading Issues1. Linking GradesGuideline 1The Case of Michael's Amazing Passing Shop GradeWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 12. Using Performance StandardsGuideline 2The Case of Sally's Shocking GradeWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 23. Grading Individual AchievementGuideline 3The Case of Rick's Mysterious Falling GradeWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 34. Sampling Student PerformanceGuideline 4The Case of Heather's Grim GradeWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 45. Changing GradesGuideline 5The Case of Anil's Amazing ImprovementWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 56. Crunching NumbersGuideline 6The Case of Alexis' AbsencesWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 67. Quality Assessment and Keeping RecordsGuideline 7The Case of Brian's Boosted GradeWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 78. Communicating With Students About GradesGuideline 8The Case of Huan's Lunchtime SurpriseWhat's the Purpose of the Guideline?What Are the Key Elements of the Guideline?What's the Bottom Line?What's My Thinking Now?A Reflection on Guideline 89. Putting It All TogetherGrade Book and ChecklistsConclusion10. More Grading IssuesGrading SystemsGrading Exceptional StudentsComputer Grading ProgramsCalculating Grade Point AveragesOther Legal IssuesGrading Policy11. Communicating Student Achievement to OthersReport CardsExpanded-Format ReportingInformal CommunicationsStudent-Involved ConferencingSummary12. The Way AheadDe-emphasizing Traditional GradesDemystifying the Entire Grading ProcessFocusing on the Process of LearningFocusing on the Progress of the Individual StudentSummaryRecommendationsWhat's My Thinking Now?Appendix I: GlossaryAppendix II: Guidelines for Grading in Standards-Based SystemsAppendix III: A Proposed Grading PolicyBibliographyAdditional ResourcesIndex
