Practical Solutions for Serious Problems in Standards-based Grading

by Thomas R. Guskey

• ISBN13: 9781412967259
• ISBN10: 1412967252
• Format: Paperback
• Copyright: 2008-08-06
• Publisher: Corwin Pr

Summary

This edited volume discusses critical issues in implementing accurate, equitable grading policies for diverse student populations in a standards-based environment and offers research-based solutions.

Table of Contents

Introduction

The Difficulty of Change

Background and Format

Content Summary

Our Hope

References

Grading Policies That Work Against Standards...and How to Fix Them

Grading "On the Curve"

Selecting the Class Valedictorian

Using Grades as a Form of Punishment

Using Zeros in Grading

Hodgepodge Grading

Summary

References

The Challenges of Grading and Reporting in Special Education: An Inclusive Grading Model

Why Does Special Education Grading Matter?

Grading Adaptations

Implications of Standards-Based Grading

Inclusive Grading Model

Determine If Accomodations or Modifications Are Needed

Establish Standards for Modified Areas

Determine the Need for Additional Goals

Apply Equivalent Grading Practices to Appropriate Standards

Communicate the Meaning of the Grades

Summary

References

Assigning Fair, Accurate, and Meaningful Grades to Students Who Are English Language Learners

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

Legal Issues of Grading in the Era of High-Stakes Accountability

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

Fostering Consistency Between Standards-Based Grades and Large-Scale Assessment Results

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

Synthesis of Issues and Implications

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

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