A Repair Kit for Grading Fifteen Fixes for Broken Grades with DVD

  • ISBN13:


  • ISBN10:


  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2010-11-19
  • Publisher: Pearson

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $2.44
    Check/Direct Deposit: $2.32
List Price: $42.40 Save up to $29.68
  • Rent Book $12.72
    Add to Cart Free Shipping


Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used and Rental copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.


Communicating about student achievement requires accurate, consistent and meaningful grades. Educators interested in examining and improving grading practices should ask the following questions: bull; Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning? bull; Am I confident that the grades I assign students accurately reflect my school or districtrs"s published performance standards and desired learning outcomes? In many schools, the answers to these questions often range from "not very" to "not at all." When thatrs"s the case, grades are "broken" and teachers and schools need a "repair kit" to fix them.A Repair Kit for Grading: 15 Fixes for Broken Gradesgives teachers and administrators15 waysto make the necessary repairs. Also included in: 7 Training DVDPackage - ISBN 9780132548939 Grading & Reporting in Standards-Based Schools DVD Package - ISBN9780132548915 Repair Kit for Grading, A: Fifteen Fixes for Broken Grades - 10 Books - ISBN 9780131392830 Grading Package - 20 Books - ISBN 9780132108287 Grading Package - 30 Books - ISBN 9780132108362 Grading Package - 40 Books - ISBN 9780132108294 Grading Package - 50 Books - ISBN 9780132108355 Additional Resources A Learning Team Study Guide is available online at www.assessmentinst.com/resources/ati-study-guides/ . Visit http://www.assessmentinst.com/resources/ati-resources/ to read more articles on assessment, download study guides, and more! To check out ATI events and trainings in you area, visit http://www.assessmentinst.com/category/events/ .

Author Biography

Ken O'Connor is a former Curriculum Coordinator with the Scarborough Board of Education in Ontario, Canada. He is an expert on grading and reporting with a particular emphasis on using these techniques to improve student achievement through student involvement. With over twenty years of teaching experience in secondary schools in Australia and Ontario, he has presented hundreds of workshops for teachers at every grade level, and is the author of the very successful How to Grade for Learning.

Table of Contents

Prefacep. xi
Setting the Stagep. 1
Key Definitionsp. 6
Purpose(s) for Gradesp. 6
Underpinning Issuesp. 7
Fairnessp. 7
Motivationp. 8
Objectivity and Professional Judgmentp. 11
Student Involvementp. 12
The 15 Fixesp. 12
Fixes for Practices That Distort Achievementp. 15
Don't include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievementp. 16
Student Involvementp. 20
Summaryp. 22
Teacher Vignettep. 22
Policy Examplep. 23
Don't reduce marks on "work" submitted late; provide support for the learnerp. 24
Student Involvementp. 27
Summaryp. 27
Teacher Vignettep. 28
Policy Examplep. 30
Don't give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievementp. 32
Student Involvementp. 35
Summaryp. 35
Teacher Vignettep. 36
Policy Examplesp. 36
Don't punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievementp. 38
Student Involvementp. 43
Summaryp. 43
Teacher Vignettep. 44
Policy Examplep. 45
Don't consider attendance in grade determination; report absences separatelyp. 47
Summaryp. 49
Teacher Vignettesp. 49
Policy Examplep. 51
Don't include group scores in grades; use only individual achievement evidencep. 52
Summaryp. 54
Teacher Vignettep. 55
Policy Examplep. 56
Fixes for Low-Quality or Poorly Organized Evidencep. 57
Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goalsp. 58
Summaryp. 64
Teacher Vignettesp. 65
Policy Examplep. 66
Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectationsp. 67
Student Involvementp. 75
Summaryp. 75
Teacher Vignettep. 76
Policy Examplep. 77
Don't assign grades based on a student's achievement compared to other students; compare each student's performance to preset standardsp. 79
Summaryp. 80
Teacher Vignettep. 81
Policy Examplep. 81
Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessmentsp. 82
Summaryp. 85
Teacher Vignettep. 86
Policy Examplep. 88
Fixes for Inappropriate Grade Calculationp. 89
Don't rely only on the mean; consider other measures of central tendency and use professional judgmentp. 90
Summaryp. 93
Teacher Vignettep. 93
Policy Examplep. 94
Don't include zeros in grade determination when evidence is missing or as punishment, use alternatives, such as reassessing to determine real achievement, or use "I" for Incomplete or Insufficient Evidencep. 95
Student Involvementp. 100
Summaryp. 101
Teacher Vignettep. 102
Policy Examplep. 103
Fixes to Support Learningp. 105
Don't use information from formative assessments and practice to determine grades; use only summative evidencep. 106
Student Involvementp. 114
Summaryp. 115
Teacher Vignettep. 115
Policy Examplesp. 117
Don't summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievementp. 120
Summaryp. 122
Teacher Vignettep. 124
Policy Examplep. 125
Don't leave students out of the grading process. Involve students; they can-and should-play key roles in assessment and grading that promote achievementp. 126
Summaryp. 129
Teacher Vignettep. 130
Policy Examplep. 131
Summaryp. 135
Discussion Guidep. 139
Rubric for Evaluating Grading Practicesp. 151
Survey on Marking and Grading Practicesp. 154
Instructionsp. 154
Definitionsp. 154
Referencesp. 156
Indexp. 159
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review