Grading for Equity : What It Is, Why It Matters, and How It Can Transform Schools and Classrooms (eBook, 2018) [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

Author: Joe Feldman
Publisher: Thousand Oaks : Corwin, 2018.
Edition/Format:   eBook : Document : English : 1stView all editions and formats
Summary:

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  Read more...

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Details

Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Joe Feldman
ISBN: 9781506391601 1506391605
OCLC Number: 1282736732
Description: 1 online resource (296 pages)
Contents: Acknowledgments; Prologue: Mallory's Dilemma; Part I: Foundations; Chapter 1. What Makes Grades So Difficult to Talk About (And Even Harder to Change)?; Chapter 2. A Brief History of Grades; Part II: The Case for Change: How Traditional Grading Thwarts Effective and Equitable Teaching and Learning; Chapter 3. Traditional Grading Stifles Risk-Taking and Supports the "Commodity of Grades"; Chapter 4. Traditional Grading Hides Information, Invites Biases, and Provides Misleading Information; Chapter 5. Traditional Grading Demotivates and Disempowers; Chapter 6. A New Vision of Grading; Part III: Equitable Grading Practices; Chapter 7. Practices that Are Mathematically Accurate; Avoid Zeros; Minimum Grading; 0-4 Scale; Chapter 8. Practices that Are Mathematically Accurate; Weight More Recent Performance; Grades Based on an Individual's Achievement, Not the Group's; Chapter 9. Practices that Value Knowledge, Not Environment or Behavior; Grades Based on the Required Content of the Course, Not Extra Credit; Grades Based on Student Work, Not the Timing of the Work; Alternative (Non-Grade) Consequences for Cheating; Excluding "Participation" and "Effort"; Chapter 10. Practices that Value Knowledge, Not Environment or Behavior (Continued); Grades Based Entirely on Summative Assessments, Not Formative Assessments Such as Homework; Chapter 11. Practices that Support Hope and A Growth Mindset; Minimum Grading and 0-4 Scale (A Revisit); Renaming Grades; Retakes and Redos; Chapter 12. Practices that "Lift the Veil" on How to Succeed; Rubrics; Standards Scales and Tests Without Points; Standards-Based Gradebooks; Chapter 13. Practices that Build "Soft Skills" and Motivate Students Without Grading Them; Emphasizing Self-Regulation; Creating a Community of Feedback; Student Trackers; Chapter 14. Putting it All Together: Nick and Cathy; Epilogue: A Return to Mallory's School; Endnotes and Bibliography;
Responsibility: Joe Feldman.

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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 Read more...

 
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