بازنگری در نمره‌دهی: ارزیابی معنادار برای یادگیری مبتنی بر استانداردها

Cathy Vatterott, the "Homework Lady," turns her attention to grading policies and practices. With concrete examples from elementary, middle, and high schools, along with the latest research on grading, this book will show educators how standards-based grading can more authentically reflect student progress--and also significantly improve both teaching and learning. Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K–12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning—and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs . New standards being implemented everywhere require a new approach to grading to ensure that grades reflect students' progress toward specific learning outcomes, including not only mastery of content but also the ability to be creative critical thinkers and problem solvers. Teachers can meet that new challenge using a new paradigm for standards-based grading defined in this book. Discover how moving to a standard-based approach to grading helps you; Align classroom activities and tasks to specific learning targets students easily grasp; Shift the ownership of learning to your students; Provide students with feedback that is more encouraging and less punitive; Ensure grades authentically reflect student progress and learning. Clear guidelines with lots of concrete examplesâfrom elementary, middle, and high schoolsâwill help you decide what to grade or not grade, how to grade, and when. Plus a well-articulated leadership strategy helps take a new standard-based approach to grading school- or systemwide. [Publisher website] Standards-based Grading Paradigm Allows Methods To Support Students Rather Than Judge, Empowers Learning Rather Than Control, Gives Choices Rather Than Mandates, And Dignifies Failure As A Part Of Learning.-p.37. The Culture Of Grading -- Why We Need A New Grading Paradigm -- What Grading Looks Like In The Standards-based Classroom -- What, How, And When To Grade -- How To Reform Grading : Making Change Happen -- Afterword -- Appendix. Cathy Vatterott. Includes Bibliographical References And Index.