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| equitable grading and instruction: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
| equitable grading and instruction: Grading for Equity Joe Feldman, 2023-08-26 For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, participation, and effort), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks-- |
| equitable grading and instruction: Fair Isn't Always Equal Rick Wormeli, 2006 Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and gray areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from rationale for differentiating assessment and grading to understanding mastery as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms. |
| equitable grading and instruction: Grading Exceptional and Struggling Learners Lee Ann Jung, Thomas R. Guskey, 2011-09-29 A powerful model for helping struggling students succeed How can you ensure that you are grading your exceptional students fairly? Teachers receive very little guidance for grading students with disabilities, English learners, and those receiving services through a response-to-intervention (RTI) process. This practitioner-friendly book provides teachers and administrators with an effective framework for assigning grades that are accurate, meaningful, and legally defensible. The authors′ easy-to-follow, five-step standards-based inclusive grading model helps teachers: Determine appropriate expectations for each student Understand the differences between accommodations and modifications Grade based on modified expectations Communicate the meaning of grades to students and their families Included are a graphic illustration of the grading model, sample report cards and progress reports, and vignettes that show how to tailor applications to each subgroup and grade level. This invaluable guide takes the mystery out of grading exceptional learners and focuses on what matters most—helping all students learn. |
| equitable grading and instruction: Equity by Design Mirko Chardin, Katie Novak, 2020-07-20 Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve. --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by teachers they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation Every student, Mirko and Katie insist, deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability. Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669 |
| equitable grading and instruction: Point-Less Sarah M Zerwin, 2020-03 An exploration of moving away from traditional letter or number grades as an assessment and as a result producing more thoughtful students whose learning is more authentic-- |
| equitable grading and instruction: Street Data Shane Safir, Jamila Dugan, 2021-02-12 Radically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district’s equity journey, Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book · Offers fresh ideas and innovative tools to apply immediately · Provides an asset-based model to help educators look for what’s right in our students and communities instead of seeking what’s wrong · Explores a different application of data, from its capacity to help us diagnose root causes of inequity, to its potential to transform learning, and its power to reshape adult culture Now is the time to take an antiracist stance, interrogate our assumptions about knowledge, measurement, and what really matters when it comes to educating young people. |
| equitable grading and instruction: Deeper Competency-Based Learning Karin Hess, Rose Colby, Daniel Joseph, 2020-05-06 The roadmap for your school’s CBE journey! The one-size-fits-all instructional and assessment practices of the past no longer equitably meet the needs of all students. Competency-based education (CBE) has emerged not only as an innovation in education, but as a true transformation of the approaches to how we traditionally do school. In Deeper Competency-Based Learning, the authors share best practices from their experiences implementing CBE across states, districts, and schools. Leaving no stone unturned, readers are guided step-by-step through CBE implementation and validation phases, beginning with defining your WHY and collaborative development of the competencies describing deeper learning. The CBE readiness tools and reflections inside will help your team: Build the foundation for organizational shifts by examining policies, leadership, culture, and professional learning Dig in to shifts in teaching and learning structures by addressing rigorous learning goals, competency-based assessment, evidence-based grading, and body of evidence validation Take a deep dive into the shift to student-centered classrooms through personalized instructional strategies that change mindsets regarding teacher-student roles, responsibilities, and classroom culture Discover how your students can demonstrate deeper learning of academic content and develop personal success skills by maximizing time, place, and pace of learning with this roadmap for your CBE journey. |
| equitable grading and instruction: Developing Standards-Based Report Cards Thomas R. Guskey, Jane M. Bailey, 2010 Providing a clear framework, this volume helps school leaders align assessment and reporting practices with standards-based education and develop more detailed reports of children's learning and progress. |
| equitable grading and instruction: What We Know About Grading Thomas R. Guskey, Susan M. Brookhart, 2019-02-04 Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: - Start with clear learning goals, - Focus on the feedback function of grades, - Limit the number of grade categories, and - Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works—and where to go from here. |
| equitable grading and instruction: Grading Smarter, Not Harder Myron Dueck, 2014-07-15 All the talk of closing the achievement gap in schools obscures a more fundamental issue: do the grades we assign to students truly reflect the extent of their learning? In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student understanding of content. In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for ensuring that grades measure what students know without punishing them for factors outside their control; critically examining the fairness and effectiveness of grading homework assignments; designing and distributing unit plans that make assessment criteria crystal-clear to students; creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests. Grading Smarter, Not Harder is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. Written with abundant humor and heart, this book is a must-read for all teachers who want their grades to contribute to, rather than hinder, their students' success. |
| equitable grading and instruction: Formative Assessment & Standards-Based Grading Robert J. Marzano, 2011-10-27 Learn everything you need to know to implement an integrated system of assessment and grading. The author details the specific benefits of formative assessment and explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades. Detailed examples bring each concept to life, and chapter exercises reinforce the content. |
| equitable grading and instruction: "These Kids Are Out of Control" H. Richard Milner IV, Heather B. Cunningham, Lori Delale-O′Connor, Erika Gold Kestenberg, 2018-07-18 Today’s classrooms reimagined If you’re looking for a book on how to control your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . . A critically important resource for teachers and administrators alike, These Kids Are Out of Control details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on: What it means to be culturally responsive in today’s classroom environments, even in schools at large How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom management takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. These Kids Are Out of Control is your opportunity to get started right away! |
| equitable grading and instruction: Culturally Responsive Teaching and The Brain Zaretta Hammond, 2014-11-13 A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection |
| equitable grading and instruction: Redefining Fair Damian Cooper, 2011-07-01 Learn how to define proficiency accurately and differentiate to help all students achieve it. With a focus on mixed-ability classes, the author outlines instructional practices that engage, empower, and motivate students. Using stories, strategies, case histories, and sample documents, he explains how to implement equitable instruction, assessment, grading, and reporting practices for diverse 21st century learners. |
| equitable grading and instruction: Ambitious Science Teaching Mark Windschitl, Jessica Thompson, Melissa Braaten, 2020-08-05 2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them. |
| equitable grading and instruction: Principles of Effective Literacy Instruction, Grades K-5 Seth A. Parsons, Margaret Vaughn, 2021-05-21 What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning. |
| equitable grading and instruction: On Your Mark Thomas R. Guskey, 2014-08-05 Create and sustain a learning environment where students thrive and stakeholders are accurately informed of student progress. Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover research-based strategies to implement effective grading and reporting practices. Identify policies and practices that render grading inaccurate, and understand the role grades play in students’ future success and opportunities. |
| equitable grading and instruction: Strengths-Based Teaching and Learning in Mathematics Beth McCord Kobett, Karen S. Karp, 2020-02-27 This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful. |
| equitable grading and instruction: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| equitable grading and instruction: The Hidden Inequities in Labor-Based Contract Grading Ellen C. Carillo, 2021-11-01 Current Arguments in Composition Series The Hidden Inequities in Labor-Based Contract Grading intervenes in the increasingly popular practice of labor-based grading by expanding the scope of this assessment practice to include students who are disabled and multiply marginalized. Through the lens of disability studies, the book critiques the assumption that labor is a neutral measure by which to assess students and explores how labor-based grading contracts put certain groups of students at a disadvantage. Ellen C. Carillo offers engagement-based grading contracts as an alternative that would provide a more equitable assessment model for students of color, those with disabilities, and students who are multiply marginalized. This short book explores the history of labor-based grading contracts, reviews the scholarship on this assessment tool, highlights the ways in which it normalizes labor as an unbiased tool, and demonstrates how to extend the conversation in new and generative ways both in research and in classrooms. Carillo encourages instructors to reflect on their assessment practices by demonstrating how even assessment methods that are designed through a social-justice lens may unintentionally privilege some students over others. |
| equitable grading and instruction: Building Equity Dominique Smith, Nancy Frey, Ian Pumpian, Douglas Fisher, 2017-07-21 Imagine a school with a diverse student body where everyone feels safe and valued, and all—regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges—have the opportunity to succeed with interesting classes, projects, and activities. In this school, teachers notice and meet individual instructional needs and foster a harmonious and supportive environment. All students feel empowered to learn, to grow, and to pursue their dreams. This is the school every student needs and deserves. In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego’s innovative Health Sciences High & Middle College, introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve • Physical integration • Social-emotional engagement • Opportunity to learn • Instructional excellence • Engaged and inspired learners Built on the authors’ own experiences and those of hundreds of educators throughout the United States, this book is filled with examples of policy initiatives and practices that support high-quality, inclusive learning experiences and deliver education that meets critical standards of equality and equity. |
| equitable grading and instruction: Teaching Practices from America's Best Urban Schools Joseph F. Johnson, Jr., Cynthia L. Uline, Lynne G. Perez, 2013-08-16 Discover the teaching practices that make the biggest difference in student performance! This practical, research-based book gives principals, teachers, and school administrators a direct, inside look at instructional practices from top award-winning urban schools. The authors provide detailed examples and analyses of these practices, and successfully demystify the achievement of these schools. They offer practical guides to help educators apply these successful practices in their own schools. Teaching Practices from America's Best Urban Schools will be a valuable tool for any educator in both urban and non-urban schools-schools that serve diverse student populations, including English language learners and children from low-income families. |
| equitable grading and instruction: Labor-based Grading Contracts Asao B. Inoue, 2019 Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades as a way to do social justice work with students. |
| equitable grading and instruction: Classroom Assessment & Grading that Work Robert J. Marzano, 2006 Robert J. Marzano distills 35 years of research to bring you expert advice on the best practices for assessing and grading the work done by today's students. |
| equitable grading and instruction: A Repair Kit for Grading Ken O'Connor, 2011 Describes fifteen strategies for grading practices that recognize student learning and achievement and are consistent, accurate, and aligned with school or district standards. |
| equitable grading and instruction: How to Grade for Learning Ken O'Connor, 2017-10-04 Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently |
| equitable grading and instruction: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| equitable grading and instruction: Effective Grading Barbara E. Walvoord, Virginia Johnson Anderson, 2011-01-13 The second edition of Effective Grading—the book that has become a classic in the field—provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading. Authors Barbara E. Walvoord and Virginia Johnson Anderson explain that grades are not isolated artifacts but part of a process that, when integrated with course objectives, provides rich information about student learning, as well as being a tool for learning itself. The authors show how the grading process can be used for broader assessment objectives, such as curriculum and institutional assessment. This thoroughly revised and updated edition includes a wealth of new material including: Expanded integration of the use of technology and online teaching A sample syllabus with goals, outcomes, and criteria for student work New developments in assessment for grant-funded projects Additional information on grading group work, portfolios, and service-learning experiences New strategies for aligning tests and assignments with learning goals Current thought on assessment in departments and general education, using classroom work for program assessments, and using assessment data systematically to close the loop Material on using the best of classroom assessment to foster institutional assessment New case examples from colleges and universities, including community colleges When the first edition of Effective Grading came out, it quickly became the go-to book on evaluating student learning. This second edition, especially with its extension into evaluating the learning goals of departments and general education programs, will make it even more valuable for everyone working to improve teaching and learning in higher education. —L. Dee Fink, author, Creating Significant Learning Experiences Informed by encounters with hundreds of faculty in their workshops, these two accomplished teachers, assessors, and faculty developers have created another essential text. Current faculty, as well as graduate students who aspire to teach in college, will carry this edition in a briefcase for quick reference to scores of examples of classroom teaching and assessment techniques and ways to use students' classroom work in demonstrating departmental and institutional effectiveness. —Trudy W. Banta, author, Designing Effective Assessment |
| equitable grading and instruction: First Year Teacher's Survival Guide Julia G. Thompson, 2009-05-18 The best-selling First Year Teacher's Survival Kit gives new teachers a wide variety of tested strategies, activities, and tools for creating a positive and dynamic learning environment while meeting the challenges of each school day. Packed with valuable tips, the book helps new teachers with everything from becoming effective team players and connecting with students to handling behavior problems and working within diverse classrooms. The new edition is fully revised and updated to cover changes in the K-12 classroom over the past five years. Updates to the second edition include: • New ways teachers can meet the professional development requirements of the No Child Left Behind Act • Entirely new section on helping struggling readers, to address the declining literacy rate among today’s students • Expanded coverage of helpful technology solutions for the classroom • Expanded information on teaching English Language Learners • Greater coverage of the issues/challenges facing elementary teachers • More emphasis on how to reach and teach students of poverty • Updated study techniques that have proven successful with at-risk students • Tips on working effectively within a non-traditional school year schedule • The latest strategies for using graphic organizers • More emphasis on setting goals to help students to succeed • More information on intervening with students who are capable but choose not to work • Updated information on teachers’ rights and responsibilities regarding discipline issues • Fully revised Resources appendix including the latest educational Web sites and software |
| equitable grading and instruction: Grading from the Inside Out Tom Schimmer, 2016 The time for grading reform is now. While the transition to standards-based practices may be challenging, it is essential for effective instruction and assessment. In this practical guide, the author outlines specific steps your team can take to transform grading and reporting schoolwide. Each chapter includes examples of grading dilemmas, vignettes from teachers and administrators, and ideas for bringing parents on board with change. |
| equitable grading and instruction: Assessing English Language Learners: Bridges to Educational Equity Margo Gottlieb, 2016-03-03 Build the bridges for English language learners to reach success! This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment of ELLs. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment “as,” “for,” and “of” learning Reflection questions to stimulate discussion around how students, teachers, and administrators can all have a voice in decision making |
| equitable grading and instruction: Developing Grading and Reporting Systems for Student Learning Thomas R. Guskey, Jane M. Bailey, 2000-10-17 This work brings organization and clarity to a murky and disagreement-filled topic. |
| equitable grading and instruction: Your Students, My Students, Our Students Lee Ann Jung, Nancy Frey, Douglas Fisher, Julie Kroener, 2019-09-25 Winner of AM&P EXCEL Bronze Award Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to - Establish a school culture that champions equity and inclusion. - Rethink the long-standing structure of least restrictive environment and the resulting service delivery. - Leverage the strengths of all educators to provide appropriate support and challenge. - Collaborate on the delivery of instruction and intervention. - Honor the aspirations of each student and plan accordingly. To realize authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book—written not for special educators or general educators but for all educators—addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead. Real-life examples of empowerment and success illustrate just what's possible when educators commit to the belief that every student belongs to all of us and all students deserve learning experiences that will equip them to live full and rewarding lives. |
| equitable grading and instruction: Transforming Classroom Grading Robert J. Marzano, 2006 |
| equitable grading and instruction: Dimensions of Learning Teacher's Manual, 2nd ed. Robert J. Marzano, Debra J. Pickering, 2011-05-01 The premise of Dimensions of Learning an instructional framework founded on the best of what researchers and theorists know about learning is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment. The authors discuss each of the five dimensions in detail and describe hundreds of teaching strategies that support them for example, how to help students construct meaning for declarative knowledge, internalize procedural knowledge, and see the relevance of what they are expected to learn. The authors provide many examples at the elementary and secondary classroom levels. Teachers of grades K-12 can use this information to improve teaching and learning in any content area. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| equitable grading and instruction: An Ethic of Excellence Ron Berger, 2003 The author gives us a vision of educational reform that transcends standards, curriculum, and instructional strategies. He argues for a paradigm shift-a schoolwide embrace of an ethic of excellence and with a passion for quality describes what's possible when teachers, students, and parents commit to nothing less than the best. The author tells exactly how this can be done, from the blackboard to the blacktop to the school boardroom. |
| equitable grading and instruction: How to Differentiate Instruction in Mixed-ability Classrooms Carol A. Tomlinson, 2001 Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom. |
| equitable grading and instruction: How to Create and Use Rubrics for Formative Assessment and Grading Susan M. Brookhart, 2013 What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the “tasks”) that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses* Common misconceptions about rubrics;* Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and* How to use rubrics for formative assessment and grading, including standards-based grading and report card grades.Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn. |
| equitable grading and instruction: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
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