Grading for equity : what it is, why it matters, and how it can transform schools and classrooms /: what it is, why it matters, and how it can transform schools and classrooms. (2018)

• Record Type: Book
• Further Information: Note: Joe Feldman.
• Authors: Feldman, Joe
• Contents: ACKNOWLEDGMENTS; ABOUT THE AUTHOR; PROLOGUE: MALLORY’S DILEMMA; PART I: FOUNDATIONS; CHAPTER 1. WHAT MAKES GRADING SO DIFFICULT TO TALK ABOUT (AND EVEN HARDER TO CHANGE)?; Grading as Identity; 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; 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; Weighting 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; 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; 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 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;
• Edition: 1st
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2018
• Extent: 1 online resource
• Subjects: 371.26013; Examinations -- Validity; Educational tests and measurements -- Moral and ethical aspects
• Languages: English
• ISBNs: 9781506391588
• Related ISBNs: 9781506391571
• Notes: Note: Includes bibliographical references and index.; Note: Description based on CIP data; resource not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.