Table Of Contents:

• 1. Introduction
• The Difficulty of Change
• Background and Format
• Content Summary
• Our Hope
• References
• 2. Grading Policies That Work Against Standards...and How to Fix Them
• Policy #1: Grading "On the Curve"
• Policy #2: Selecting the Class Valedictorian
• Policy #3: Using Grades as a Form of Punishment
• Policy #4: Using Zeros in Grading
• Policy #5: Hodgepodge Grading
• Summary
• References
• 3. The Challenges of Grading and Reporting in Special Education: An Inclusive Grading Model
• Why Does Special Education Grading Matter?
• Grading Adaptations
• Implications of Standards-Based Grading
• Inclusive Grading Model
• Step 1: Determine If Accomodations or Modifications Are Needed
• Step 2: Establish Standards for Modified Areas
• Step 3: Determine the Need for Additional Goals
• Step 4: Apply Equivalent Grading Practices to Appropriate Standards
• Step 5: Communicate the Meaning of the Grades
• Summary
• References
• 4. Assigning Fair, Accurate, and Meaningful Grades to Students Who Are English Language Learners
• Challenges of Grading Students Who Are English Language Learners
• Special Considerations
• Accommodations
• Modifications
• Current Research and Knowledge Base
• Recommendations for Effective Communication
• Implications for Educational Policy and Practice
• Steps Toward Better Practice
• Communication
• Reflection
• References
• 5. Legal Issues of Grading in the Era of High-Stakes Accountability
• Current Research and Knowledge Base
• What Is a Grade and Who Assigns It?
• Students and Legal Issues in Grading
• Due Process and Equal Protection
• Grade Reductions
• Confidentiality
• Teachers and Legal Issues in Grading
• First Amendment
• Liability
• Implications for Policy and Practice
• Confidentiality
• Grade Penalties
• Appeals Policies and Due Process
• Educator Responsibilities
• Recommendations for Improvement
• References
• Appendix
• 6. Fostering Consistency Between Standards-Based Grades and Large-Scale Assessment Results
• Description of the Problem
• Overview of Standards-Based Grading in the District
• Understanding Teachers' Assessment Styles
• Assessing Most Standards
• Grading on Achievement, Not Effort
• Creating or Borrowing Assessments to Supplement Text-Provided Tests
• Tracking Performance Skill-by-Skill
• Focusing on Attainment of Standards Instead of the District Text
• Grading With End-of-Unit Assessments
• Other Grading Strategies
• Focus on Overall Achievement
• Frequency of Assessment for Grading Purposes
• Multiple Assessment Approaches
• Clear Grading Methods
• Implications
• Changes in Report Card Format
• Organizing for Standards-Based Grading
• Lack of Alignment Between District-Adopted Texts and State Standards
• Skepticism From Parents and Teachers
• Recommendations
• Approaches to Organizing Grade Books
• Using Diagnostic, Formative, and Summative Assessments
• Separating Content Area Grades From Effort
• Selecting a Method for Computing Grades
• Differentiate Teaching to the Standards From Teaching to the Assessment
• References
• 7. Synthesis of Issues and Implications
• Current Grading Practices
• Key Role of Teacher Judgment
• The Fundamental Purpose of Standards-Based Grading
• Validity of Standards-Based Grading
• Fairness in Standards-Based Grading
• Standards-Based Grading and Student Motivation
• Student Standards-Based Self-Grading
• Standards-Based Grading and Feedback
• Where Do We Go From Here?
• References
• Index