Download PDF Rethinking Grading: Meaningful Assessment for Standards-Based Learning
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Rethinking Grading: Meaningful Assessment for Standards-Based Learning
Download PDF Rethinking Grading: Meaningful Assessment for Standards-Based Learning
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From the Inside Flap
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.
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Product details
Paperback: 131 pages
Publisher: ASCD (July 15, 2015)
Language: English
ISBN-10: 1416620494
ISBN-13: 978-1416620495
Product Dimensions:
5.9 x 0.4 x 8.9 inches
Shipping Weight: 6.4 ounces (View shipping rates and policies)
Average Customer Review:
4.0 out of 5 stars
21 customer reviews
Amazon Best Sellers Rank:
#110,694 in Books (See Top 100 in Books)
I really hope that many teachers and parents read this book. It explains very well the undeniable benefits of standard-based grading. The sbg will help all students of all levels in many ways. As humans, we are very different from each other, which means that we learn differently. The sbg will help with this matter, to benefit mainly our students (and teachers too because it is satisfactory to know our students are learning for real), which will in the end benefit our society as well by producing highly capable professionals. A must read.
Even though it was well written and has many good ideas, but the concept that school is only for academic learning, is perhaps one short coming of modern society. Having a solely academic standards based evaluation system does not prepare young people for life. The traditional more holistic approach better prepares students for success in the real world. Of course when the grades are inflated to the extent that they do not represent their academic ability then of course the educators and administrators need to set up guidelines, but to remove effort, attitude, participation from the grades will not prepare students for the job market.
More theories of how to change something in education. If it is like most theories, then it will be around for a while and then go away. Nothing wrong with the concept, but effective use in practice, especially throughout high school levels with college applications upcoming could be a different story.
I am a high school English teacher, and I’ve been looking to reform my grading practices. I ordered several books at the same time that had been recommended by a colleague. This books is by far the best of the group. It has great background info on how our traditional system of grading came to be and research-based reasons for why it needs to change. It has has great practical ideas for how to implement standards-based grading into the classroom. If you’re looking to switch to standards- based grading, this is the book for you!
This is a go-to text for standards-based grading.
Nice ideas about grading but cold have used more meat to the book.
After reading this, I've complete changed my approach to grading, a move away from completion/compliance and a move towards what students know and are able to do.
This is a great book for teachers.
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