Overview

Communicating about student achievement requires accurate, consistent and meaningful grades.   Educators interested in examining and improving grading practices should ask the following questions:   • Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning?  • Am I confident that the grades I assign students accurately reflect my school or district’s published performance standards and desired learning outcomes?   In many schools, the answers to these questions often range from ""not very"" to ""not at all."" When that’s the case, grades are ""broken"" and teachers and schools need a ""repair kit"" to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e  gives teachers and administrators 15 ways to make the necessary repairs. Additional Resources from ATI Visit http://ati.pearson.com to read more articles on assessment, download study guides, and more!

Full Product Details

Author:   Ken O'Connor
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   2nd edition
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780132488631

ISBN 10:   0132488639
Pages:   176
Publication Date:   19 November 2010
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

        Table of Contents               Preface                   Chapter 1   Setting the Stage Key Definitions                 Purpose(s) for Grades Underpinning Issues                 Fairness           Motivation           Objectivity and Professional Judgment Student Involvement                 The 15 Fixes                    Chapter 2   Fixes for Practices That Distort Achievement Fix 1  Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.           Student Involvement           Summary Fix 2  Don’t reduce marks on “work” submitted late; provide support for the learner.           Student Involvement           Summary Fix 3  Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement.           Student Involvement           Summary Fix 4  Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement.           Student Involvement           Summary Fix 5  Don’t consider attendance in grade determination; report absences separately.           Summary Fix 6  Don’t include group scores in grades; use only individual achievement evidence.           Summary   Chapter 3   Fixes for Low-Quality or Poorly Organized Evidence Fix 7  Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.           Summary Fix 8  Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations.           Student Involvement           Summary Fix 9  Don’t assign grades based on a student’s achievement compared to other students; compare each student’s performance to preset standards.           Summary Fix 10         Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.           Summary               Chapter 4   Fixes for Inappropriate Grade Calculation Fix 11         Don’t rely only on the mean; consider other measures of central tendency and use professional judgment.           Summary Fix 12         Don’t include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement, or use “I” for Incomplete or Insufficient Evidence.           Student Involvement           Summary               Chapter 5   Fixes to Support Learning Fix 13         Don’t use information from formative assessments and practice to determine grades; use only summative evidence.           Student Involvement           Summary Fix 14         Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement.           Summary Fix 15         Don’t leave students out of the grading process. Involve students; they can—and should—play key roles in assessment and grading that promote achievement.           Summary                               Chapter 6   Summary               Appendix: Discussion Guide               References

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Author Information

Ken O’Connor is a former Curriculum Coordinator with the Scarborough Board of Education in Ontario, Canada. He is an expert on grading and reporting with a particular emphasis on using these techniques to improve student achievement through student involvement. With over twenty years of teaching experience in secondary schools in Australia and Ontario, he has presented hundreds of workshops for teachers at every grade level, and is the author of the very successful How to Grade for Learning.

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