On Your Mark: Challenging The Conventions Of Grading And Reporting (A Book For K-12 Assessment Policies And Practices)

On Your Mark: Challenging The Conventions Of Grading And Reporting (A Book For K-12 Assessment Policies And Practices)

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. K-12 teachers and administrators will: Question traditional grading and reporting practices, and seek more accurate practices. Identify the purpose of grading, and ensure school and classroom visions, practices, and policies support it. Implement research-based grading and reporting practices that promote accurate, useful accounts of student learning. Understand why traditional practices, such as grading on the curve and offering plus or minus grades, don't fully report student academic performance. Examine grading and reporting policies, and make sure they support students, parents, and other stakeholders. Contents: Chapter 1: Define the Purpose of Grades Chapter 2: Challenge the Use of Percentage Grades Chapter 3: Challenge Plus and Minus and Half-Grade Increments Chapter 4: Challenge Bell-Shaped Grade Distributions Chapter 5: Challenge the Computation of Class Rank Chapter 6: Challenge the Use of a Single Grade Chapter 7: Challenge the Use of Mathematical Algorithms Chapter 8: Challenge Practices That Confound the Meaning of Grades Final ThoughtsReview"Traditional grading and reporting processes are inadequate at best, and, as Tom Guskey makes so clear in this unflinching treatise on the need for reform, at their worst they are meaningless, unreliable, and harmful to students and their learning. Dr. Guskey presents clear arguments and research-based evidence that challenge conventional approaches to grading. He also proposes bold but feasible methods that can make grading fairer, more accurate, and more meaningful. His logic is impeccable, and his recommendations practical. Teachers, professors, and school leaders can find here defensible approaches to grading and reporting that can actually support student learning and motivation rather than undermine it." --Heidi G. Andrade, Associate Professor, Department of Educational and Counseling Psychology, School of Education, University at Albany, State University of New York"In this brilliant book, Tom Guskey takes on one of the most controversial issues in education: grading. With more than two decades of evidence along with the practical insight of a teacher and parent, Guskey considers the arguments about grading and provides practical answers for parents, students, teachers, administrators, and board members. If our common ground is finding educational practices that cause the best results for student achievement, then this powerful and practical book will lead the way." --Douglas B. Reeves, PhD, Founder, The Center for Successful Leadership; Author, Elements of Grading"Guskey gives us not only a masterful synthesis of what s known about grading, but also a powerful plea for educators to do battle with America s student-harmful grading practices. His rationale is clear, his arguments are persuasive, and his call to battle is almost irresistible." --W. James Popham, Professor Emeritus, UCLAAbout the AuthorThomas R. Guskey, PhD, is professor of educational psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first director of the Center for the Improvement of Teaching and Learning, a national research center.Dr. Guskey is the author/editor of twenty books and numerous book chapters, articles, and professional papers on educational measurement, evaluation, assessment, and grading. He coedited the Ex