Discusses the components of an effective, standards-based assessment program that can be used to enhance student achievement.
Remedial and Special Education, 20(2), 84–105. doi: 10.1177/074193259902000205 Bursuck, W., Polloway, E. A., Plante, L., Epstein, M. H., Jayanthi, M., & McConeghy, J. (1996). Report card grading and adaptations: A national survey of ...
Learn everything you need to know to implement an integrated system of assessment and grading.
Ms. Coleman was working on a grade 9–10 core standard in writing: “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.” The class had talked about ...
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.
Classroom Assessment in Action clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting.
However far they choose to go, administrators and teacher leaders can turn to Charting a Course to Standards-Based Grading for the quick wins and long-term support and guidance they need to make the trip well worth the effort.
This book presents viable alternatives to classroom grading, explaining how to design grading systems that are both precise and efficient. It provides educators with a thorough grounding in grading research...
Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation.
This book marks the starting point of a profound shift in assessment priorities, detailing the results of a decade-long program of research on classroom assessment environments.
(Your Guide to Solving the Most Challenging Questions About How to Effectively Implement Assessment and Grading) ... standards is to create a deeper understanding of what is expected of learners in order to plan both assessment and ...