Repair Kit for Grading, A: Fifteen Fixes for Broken Grades with DVD, 2nd edition
ISBN-13: 9780132488631
2nd edition
Published by Pearson (November 19th 2010) - Copyright © 2011
What's included
Overview
Communicating about student achievement requires accurate, consistent and meaningful grades.
Educators interested in examining and improving grading practices should ask the following questions:
• Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning?
• Am I confident that the grades I assign students accurately reflect my school or district’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 that’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 Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs.
Additional Resources from ATI
Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!
Table of contents
Table of Contents
Preface
Chapter 1 Setting the Stage
Key Definitions
Purpose(s) for Grades
Underpinning Issues
Fairness
Motivation
Objectivity and Professional Judgment
Student Involvement
The 15 Fixes
Chapter 2 Fixes for Practices That Distort Achievement
Fix 1 Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.
Student Involvement
Summary
Fix 2 Don’t reduce marks on “work” submitted late; provide support for the learner.
Student Involvement
Summary
Fix 3 Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement.
Student Involvement
Summary
Fix 4 Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement.
Student Involvement
Summary
Fix 5 Don’t consider attendance in grade determination; report absences separately.
Summary
Fix 6 Don’t include group scores in grades; use only individual achievement evidence.
Summary
Chapter 3 Fixes for Low-Quality or Poorly Organized Evidence
Fix 7 Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.
Summary
Fix 8 Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.
Student Involvement
Summary
Fix 9 Don’t assign grades based on a student’s achievement compared to other students; compare each student’s performance to preset standards.
Summary
Fix 10 Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.
Summary
Chapter 4 Fixes for Inappropriate Grade Calculation
Fix 11 Don’t rely only on the mean; consider other measures of central tendency and use professional judgment.
Summary
Fix 12 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 Evidence.
Student Involvement
Summary
Chapter 5 Fixes to Support Learning
Fix 13 Don’t use information from formative assessments and practice to determine grades; use only summative evidence.
Student Involvement
Summary
Fix 14 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 achievement.
Summary
Fix 15 Don’t leave students out of the grading process. Involve students; they can—and should—play key roles in assessment and grading that promote achievement.
Summary
Chapter 6 Summary
Appendix: Discussion Guide
References
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