How to Grade for Learning
Purchase
Description
Implement standards-based grading practices that help students succeed!
Classroom assessment and grading should help students grow and develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult and daunting. Making real and lasting changes to grading practices requires both knowledge and willpower.
This 4th edition of the best-selling How to Grade for Learning provides eight guidelines for good grading, offers recommendations for practical applications, and gives solid suggestions for implementing more effective grading practices. Ken O’Connor presents the latest research on motivation, mindset, learning styles, and beliefs about fairness to inform this new edition, which includes:
- Both the why’s and the how-to’s of implementing standards-based grading practices
- 48 educator contributions from nationally and internationally known educators, authors, and consultants that provide ideas and testimonials for effective assessment practices
- Sections on hot-button issues such as academic dishonesty, extra credit, bonus points and homework
- Additional information on utilizing levels of proficiency and eliminating the use of percentages and averaging
- Reflective exercises and numerous tools, including rubrics, sample letters, and case studies
- Techniques for managing grading more efficiently
An invaluable resource for helping teachers assign grades that are accurate, consistent, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
Contents
Foreword by Rick Stiggins
Foreword by Rick Stiggins
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction
- Chapter 1: Basing Grades on Standards
- Chapter 2: Using Performance Standards
- Chapter 3: Grading Individual Achievement
- Chapter 4: Sampling Student Performance
- Chapter 5: Emphasizing More Recent Evidence
- Chapter 6: Determining Grades
- Chapter 7: Quality Assessment and Keeping Records
- Chapter 8: Involving Students in Grading and Assessment
- Chapter 9: Grading Issues
- Chapter 10: Communicating Student Achievement
- Chapter 11: Implementing Changes in Grading and Reporting
- Chapter 12: The Way Ahead
Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning
Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning
Appendix B: Guidelines for Grading in Standards-Based Systems
Appendix B: Guidelines for Grading in Standards-Based Systems
Appendix C: A Proposed Grading Policy
Appendix C: A Proposed Grading Policy
Appendix D: Bay District Schools Assessment Principles and Practices
Appendix D: Bay District Schools Assessment Principles and Practices
Appendix E: NGSS Performance Expectations for a High School Chemistry Course
Appendix E: NGSS Performance Expectations for a High School Chemistry Course
Appendix F: Ontario Achievement Chart for Canadian and World Studies
Appendix F: Ontario Achievement Chart for Canadian and World Studies
Appendix G: Letter to Parents About Student-Led Conferencing
Appendix G: Letter to Parents About Student-Led Conferencing
Appendix H: Rubric for Sound Grading Practice
Appendix H: Rubric for Sound Grading Practice
Appendix I: Glossary
Appendix I: Glossary
References
References
Additional Resources
Additional Resources
Index
Index
Description
Implement standards-based grading practices that help students succeed!
Classroom assessment and grading should help students grow and develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult and daunting. Making real and lasting changes to grading practices requires both knowledge and willpower.
This 4th edition of the best-selling How to Grade for Learning provides eight guidelines for good grading, offers recommendations for practical applications, and gives solid suggestions for implementing more effective grading practices. Ken O’Connor presents the latest research on motivation, mindset, learning styles, and beliefs about fairness to inform this new edition, which includes:
- Both the why’s and the how-to’s of implementing standards-based grading practices
- 48 educator contributions from nationally and internationally known educators, authors, and consultants that provide ideas and testimonials for effective assessment practices
- Sections on hot-button issues such as academic dishonesty, extra credit, bonus points and homework
- Additional information on utilizing levels of proficiency and eliminating the use of percentages and averaging
- Reflective exercises and numerous tools, including rubrics, sample letters, and case studies
- Techniques for managing grading more efficiently
An invaluable resource for helping teachers assign grades that are accurate, consistent, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
Contents
Foreword by Rick Stiggins
Foreword by Rick Stiggins
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction
- Chapter 1: Basing Grades on Standards
- Chapter 2: Using Performance Standards
- Chapter 3: Grading Individual Achievement
- Chapter 4: Sampling Student Performance
- Chapter 5: Emphasizing More Recent Evidence
- Chapter 6: Determining Grades
- Chapter 7: Quality Assessment and Keeping Records
- Chapter 8: Involving Students in Grading and Assessment
- Chapter 9: Grading Issues
- Chapter 10: Communicating Student Achievement
- Chapter 11: Implementing Changes in Grading and Reporting
- Chapter 12: The Way Ahead
Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning
Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning
Appendix B: Guidelines for Grading in Standards-Based Systems
Appendix B: Guidelines for Grading in Standards-Based Systems
Appendix C: A Proposed Grading Policy
Appendix C: A Proposed Grading Policy
Appendix D: Bay District Schools Assessment Principles and Practices
Appendix D: Bay District Schools Assessment Principles and Practices
Appendix E: NGSS Performance Expectations for a High School Chemistry Course
Appendix E: NGSS Performance Expectations for a High School Chemistry Course
Appendix F: Ontario Achievement Chart for Canadian and World Studies
Appendix F: Ontario Achievement Chart for Canadian and World Studies
Appendix G: Letter to Parents About Student-Led Conferencing
Appendix G: Letter to Parents About Student-Led Conferencing
Appendix H: Rubric for Sound Grading Practice
Appendix H: Rubric for Sound Grading Practice
Appendix I: Glossary
Appendix I: Glossary
References
References
Additional Resources
Additional Resources
Index
Index
October 2017 | 392 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781506334158 | $44.95 |
| Lifetime | 01/02/2026 | 9781544307572 | $41.00 |
Implement standards-based grading practices that help students succeed!
Classroom assessment and grading should help students grow and develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult and daunting. Making real and lasting changes to grading practices requires both knowledge and willpower.
This 4th edition of the best-selling How to Grade for Learning provides eight guidelines for good grading, offers recommendations for practical applications, and gives solid suggestions for implementing more effective grading practices. Ken O’Connor presents the latest research on motivation, mindset, learning styles, and beliefs about fairness to inform this new edition, which includes:
- Both the why’s and the how-to’s of implementing standards-based grading practices
- 48 educator contributions from nationally and internationally known educators, authors, and consultants that provide ideas and testimonials for effective assessment practices
- Sections on hot-button issues such as academic dishonesty, extra credit, bonus points and homework
- Additional information on utilizing levels of proficiency and eliminating the use of percentages and averaging
- Reflective exercises and numerous tools, including rubrics, sample letters, and case studies
- Techniques for managing grading more efficiently
An invaluable resource for helping teachers assign grades that are accurate, consistent, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
Table Of Contents:
- Foreword by Rick Stiggins
- Preface
- Acknowledgments
- About the Author
- Introduction
- Chapter 1: Basing Grades on Standards
- Chapter 2: Using Performance Standards
- Chapter 3: Grading Individual Achievement
- Chapter 4: Sampling Student Performance
- Chapter 5: Emphasizing More Recent Evidence
- Chapter 6: Determining Grades
- Chapter 7: Quality Assessment and Keeping Records
- Chapter 8: Involving Students in Grading and Assessment
- Chapter 9: Grading Issues
- Chapter 10: Communicating Student Achievement
- Chapter 11: Implementing Changes in Grading and Reporting
- Chapter 12: The Way Ahead
- Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning
- Appendix B: Guidelines for Grading in Standards-Based Systems
- Appendix C: A Proposed Grading Policy
- Appendix D: Bay District Schools Assessment Principles and Practices
- Appendix E: NGSS Performance Expectations for a High School Chemistry Course
- Appendix F: Ontario Achievement Chart for Canadian and World Studies
- Appendix G: Letter to Parents About Student-Led Conferencing
- Appendix H: Rubric for Sound Grading Practice
- Appendix I: Glossary
- References
- Additional Resources
- Index