With more than 50,000 books sold, this resource for teachers and school teams will open illuminating and productive new visions of how to improve grading practices.
With more than 50,000 books sold, this resource for teachers and school teams will open illuminating and productive new visions of how to improve grading practices.
Ken O'Connor is an independent classroom assessment consultant with a special interest in grading and reporting. An internationally recognized speaker who has presented in 47 states in the United States, 9 provinces and one territory in Canada, and 24 other countries, he has also consulted for schools, districts, and state and provincial departments of education. He had 23 years of classroom experience from grade 7 to grade 12, and 10 years of experience as a curriculum coordinator for a large school district. Ken was born in Melbourne, Australia, but has lived most of his life in the east end of Toronto, Canada. His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.
Inhaltsangabe
Foreword by Rick Stiggins Preface Acknowledgments About the Author Introduction Chapter 1: Basing Grades on Standards Chapter 2: Using Performance Standards Chapter 3: Grading Individual Achievement Chapter 4: Sampling Student Performance Chapter 5: Emphasizing More Recent Evidence Chapter 6: Determining Grades Chapter 7: Quality Assessment and Keeping Records Chapter 8: Involving Students in Grading and Assessment Chapter 9: Grading Issues Chapter 10: Communicating Student Achievement Chapter 11: Implementing Changes in Grading and Reporting Chapter 12: The Way Ahead Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning Appendix B: Guidelines for Grading in Standards-Based Systems Appendix C: A Proposed Grading Policy Appendix D: Bay District Schools Assessment Principles and Practices Appendix E: NGSS Performance Expectations for a High School Chemistry Course Appendix F: Ontario Achievement Chart for Canadian and World Studies Appendix G: Letter to Parents About Student-Led Conferencing Appendix H: Rubric for Sound Grading Practice Appendix I: Glossary References Additional Resources Index
Foreword by Rick Stiggins Preface Acknowledgments About the Author Introduction Chapter 1: Basing Grades on Standards Chapter 2: Using Performance Standards Chapter 3: Grading Individual Achievement Chapter 4: Sampling Student Performance Chapter 5: Emphasizing More Recent Evidence Chapter 6: Determining Grades Chapter 7: Quality Assessment and Keeping Records Chapter 8: Involving Students in Grading and Assessment Chapter 9: Grading Issues Chapter 10: Communicating Student Achievement Chapter 11: Implementing Changes in Grading and Reporting Chapter 12: The Way Ahead Appendix A: A Testimonial on the Impact of Assessment and Grading for Learning Appendix B: Guidelines for Grading in Standards-Based Systems Appendix C: A Proposed Grading Policy Appendix D: Bay District Schools Assessment Principles and Practices Appendix E: NGSS Performance Expectations for a High School Chemistry Course Appendix F: Ontario Achievement Chart for Canadian and World Studies Appendix G: Letter to Parents About Student-Led Conferencing Appendix H: Rubric for Sound Grading Practice Appendix I: Glossary References Additional Resources Index
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