Grading for equity : what it is, why it matters, and how it can transform schools and classrooms (圖書, 2019) [WorldCat.org]
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Grading for equity : what it is, why it matters, and how it can transform schools and classrooms
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Grading for equity : what it is, why it matters, and how it can transform schools and classrooms

作者: Joe Feldman
出版商: Thousand Oaks, California : Corwin, a SAGE Company, [2019] ©2019
版本/格式:   打印圖書 : 英語所有版本和格式的總覽
提要:
"For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as  再讀一些...
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詳細書目

文件類型 圖書
所有的作者/貢獻者: Joe Feldman
ISBN: 9781506391571 1506391575
OCLC系統控制編碼: 1037296983
描述: xxviii, 266 pages : illustrations (some color) ; 26 cm
内容: Part I: Foundations --
Chapter 1. What Makes Grading So Difficult to Talk About (And Even Harder to Change)? --
Grading as Identify --
Grading and Our "Web of Belief" --
Who Is This Book For? --
Blending the Technical and Theoretical --
How Is This Book Organized? --
A Final Word --
Summary of Concepts / Questions to Consider --
Chapter 2. A Brief History of Grading --
The Twentieth Century Context --
Impact on Schools --
Grading in the Twentieth Century --
Summary of Concepts / Questions to Consider --
Part II: The Case For Change: How Traditional Grading Thwarts Effective and Equitable Teaching and Learning --
Chapter 3. How Traditional Grading Stifles Risk-taking and Supports the "Commodity of Grades" --
Risk-Taking, Trust, and the Teacher-Student Relationship --
The "Commodity of Grades" and Extrinsic Motivation --
Summary of Concepts / Questions to Consider --
Chapter 4. Traditional Grading Hides Information, Invites Biases, and Provides Misleading Information --
Traditional Grading Evaluates Both a Student's Content Knowledge as Well as Their Behaviors, and Invites Subjectivity and Bias --
Implicit Bias and Traditional Grading --
The "Omnibus" Grade: A Barrel-ful of Information in a Thimble--Size Container --
A Tale of Two Students: Tangela and Isabel --
Grade Hacks --
The Impact of Variable and Unreliable Grading --
Summary of Concepts / Questions to Consider --
Chapter 5. Traditional Grading Demotivates and Disempowers --
Disengagement and Disempowerment --
Motivating Students to Do the Wrong Thing --
So Where Do We Go From Here? --
Summary of Concepts / Questions to Consider --
Chapter 6. A New Vision of Grading --
Supporting the Pillars: Coherence --
A Measured Vision --
Summary of Concepts / Questions to Consider --
Part III: Equitable Grading Practices --
Chapter 7. Practices That Are Mathematically Accurate --
Pillar 1: Accuracy --
The Zero --
The 0-100-Percentage Scale: Early Use and Enduring Flaws --
The 0-100 Scale's Orientation Toward Failure --
Minimum Grading --
The 0-4 Grading Scale --
Summary of Concepts / Questions to Consider --
Chapter 8. Practices That Are Mathematically Accurate (Continued) --
The Problems With Averaging --
Weighing More Recent Performance --
Examining the Group Grade --
Encouraging Productive Group Work Without A Group Grade --
Our Accuracy Pillar: A Final Thought --
Summary of Concepts / Questions to Consider --
Chapter 9. Practices That Value Knowledge, Not Environment or Behavior --
Pillar 2: Bias-Resistant --
Examining Extra Credit --
If the Work Is Important, Require It; If It's Not, Don't Include It in the Grade --
Grading the Work, Not the Timing of the Work --
What's the Alternative to Lowering Grades for Late Work? --
Alternative (Non-Grade) Consequences for Cheating --
Excluding "Participation" and "Effort" From the Grade --
Summary of Concepts / Questions to Consider --
Chapter 10. Practices That Value Knowledge, Not Environment or Behavior (Continued) --
Homework --
The Impact of Including Homework in the Grade: Student Voices and Copying --
Reframing Homework --
Grades Based Entirely on Summative Assessment Performance --
Grades to Teach Students, Not to Control Them --
Summary of Concepts / Questions to Consider --
Chapter 11. Practices That Support Hope and a Growth Mindset --
Pillar 3: Motivation --
Our Understanding of Motivation --
Grades and Their Impact on Student Motivation --
The Role of Mistakes in Learning --
Minimum Grading (A Revisit) --
Renaming Grades --
Retakes and Redos --
Retakes: Frequent Approaches --
Retakes: Common Concerns --
Summary of Concepts / Questions to Consider --
Chapter 12. Practices That "Lift the Veil" --
The Veils in Our Schools, and "Hostile Attributional Bias" --
Rubrics: What Are They, and Why? --
Scoring Rubrics and Grade Book Entries --
Using Rubrics to Empower Students --
"Lifting the Veil" for Tests: The Opacity of Points --
Beyond the Points: Standards Scales --
The Effects of Standards Transparency --
Standards-Based Grade Books --
Veils, Rubrics, and the "Real World" --
Summary of Concepts / Questions to Consider --
Chapter 13. Practices That Build "Soft Skills" Without Including Them in the Grade --
"Soft Skills" --
Grading as Feedback --
Preparation for the "Real World" --
Whose "Real World" Are We Talking About? --
Connecting Soft Skills to Academic Success --
Two Grades: Academic and "Soft Skills" --
The Twenty-First Century's Soft Skill: Self-Regulation --
Creating a Community of Feedback --
Student Trackers and Goal-Setting --
Summary of Concepts / Questions to Consider --
Chapter 14. Putting It All Together: Nick and Cathy --
Nick: Rethinking Assessments: Getting Away From the Games, and Focusing on Learning --
Cathy: A Clearer Vision of Excellence --
Summary of Concepts / Questions to Consider --
Epilogue: A Return to Mallory's School --
Bibliography --
Index
責任: Joe Feldman.

摘要:

This book delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today's schools: our inconsistent grading practices and the  再讀一些...

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"This book will stop educators who want to improve their practices with underserved students right in their tracks. Feldman offers an insightful invitation to teachers who dare change the ways in 再讀一些...

 
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