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How to Grade for Learning, K-12
Cover of How to Grade for Learning, K-12
How to Grade for Learning, K-12
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Implement standards-based grading practices that help students succeed! The new edition of this bestseller demonstrates how to improve grading practices by linking grades with standards and...
Implement standards-based grading practices that help students succeed! The new edition of this bestseller demonstrates how to improve grading practices by linking grades with standards and...
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  • Implement standards-based grading practices that help students succeed!

    The new edition of this bestseller demonstrates how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement. Ken O'Connor updates eight guidelines for good grading, provides practical applications, and examines a number of additional grading issues, including grade point average calculation and computer grading programs. Thoroughly revised, this edition includes:

  • A greater emphasis on standards-based grading practices
  • Updated research and additional information on feedback and homework
  • New sections on academic dishonesty, extra credit, and bonus points
  • Additional information on utilizing level scores
  • Reflective exercises

About the Author-

  • Ken O'Connor is an independent classroom assessment consultant with a special interest in grading and reporting. An internationally recognized speaker who has presented in 47 states in the United States, 9 provinces and one territory in Canada, and 24 other countries, he has also consulted for schools, districts, and state and provincial departments of education. He had 23 years of classroom experience from grade 7 to grade 12, and 10 years of experience as a curriculum coordinator for a large school district. Ken was born in Melbourne, Australia, but has lived most of his life in the east end of Toronto, Canada.

    His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.

Table of Contents-

  • Foreword by Rick Stiggins
    Preface
    Acknowledgments
    About the Author
    Introduction
    What Grading Terminology Is Needed?
    What Is the Context of Grading?
    Constructivist Theories of Learning
    How Do These Concepts Affect Assessment?
    Why Grade?
    What Are the Underlying Perspectives on Grading?
    Grading Practices and Guidelines
    Grading Issues
    1. Linking Grades
    Guideline 1
    The Case of Michael's Amazing Passing Shop Grade
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 1
    2. Using Performance Standards
    Guideline 2
    The Case of Sally's Shocking Grade
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 2
    3. Grading Individual Achievement
    Guideline 3
    The Case of Rick's Mysterious Falling Grade
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 3
    4. Sampling Student Performance
    Guideline 4
    The Case of Heather's Grim Grade
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 4
    5. Changing Grades
    Guideline 5
    The Case of Anil's Amazing Improvement
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 5
    6. Crunching Numbers
    Guideline 6
    The Case of Alexis' Absences
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 6
    7. Quality Assessment and Keeping Records
    Guideline 7
    The Case of Brian's Boosted Grade
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 7
    8. Communicating With Students About Grades
    Guideline 8
    The Case of Huan's Lunchtime Surprise
    What's the Purpose of the Guideline?
    What Are the Key Elements of the Guideline?
    What's the Bottom Line?
    What's My Thinking Now?
    A Reflection on Guideline 8
    9. Putting It All Together
    Grade Book and Checklists
    Conclusion
    10. More Grading Issues
    Grading Systems
    Grading Exceptional Students
    Computer Grading Programs
    Calculating Grade Point Averages
    Other Legal Issues
    Grading Policy
    11. Communicating Student Achievement to Others
    Report Cards
    Expanded-Format Reporting
    Informal Communications
    Student-Involved Conferencing
    Summary
    12. The Way Ahead
    De-emphasizing Traditional Grades
    Demystifying the Entire Grading Process
    Focusing on the Process of Learning
    Focusing on the Progress of the Individual Student
    Summary
    Recommendations
    What's My Thinking Now?
    Appendix I: Glossary
    Appendix II: Guidelines for Grading in Standards-Based Systems
    Appendix III: A Proposed Grading Policy
    Bibliography
    Additional Resources
    Index

Reviews-

  • Patricia Schenck, Academic Program Coordinator, Educator Preparation "O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation."

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