Thomas R. Guskey, Lee Ann Jung
Answers to Essential Questions About Standards, Assessments, Grading, and Reporting
Thomas R. Guskey, Lee Ann Jung
Answers to Essential Questions About Standards, Assessments, Grading, and Reporting
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Easy to use guide on assessment for learning, answering common questions about 21st century standards and grading considerations.
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Easy to use guide on assessment for learning, answering common questions about 21st century standards and grading considerations.
Produktdetails
- Produktdetails
- Verlag: SAGE Publications Inc
- Seitenzahl: 176
- Erscheinungstermin: 21. November 2012
- Englisch
- Abmessung: 229mm x 152mm x 10mm
- Gewicht: 268g
- ISBN-13: 9781452235240
- ISBN-10: 1452235244
- Artikelnr.: 36131656
- Verlag: SAGE Publications Inc
- Seitenzahl: 176
- Erscheinungstermin: 21. November 2012
- Englisch
- Abmessung: 229mm x 152mm x 10mm
- Gewicht: 268g
- ISBN-13: 9781452235240
- ISBN-10: 1452235244
- Artikelnr.: 36131656
Thomas R. Guskey, PhD, is Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago's renowned Measurement, Evaluation, and Statistical Analysis (MESA) program, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is the author/editor of twenty-seven books and over three hundred articles published in prominent research journals as well as Educational Leadership, Kappan, and The School Administrator. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching and America's Future, and on the task force to develop the National Standards for Professional Development. He was named a Fellow in the American Educational Research Association and was awarded the Association's prestigious Relating Research to Practice Award. He was also awarded Learning Forward¿s Outstanding Contribution to the Field Award and Phi Delta Kappan¿s Distinguished Educator Award. Perhaps most unique, in the 158-year history of his undergraduate institution, Thiel College, he is one of only three graduates to receive the Outstanding Alumnus Award and be inducted into the Thiel College Athletic Hall of Fame. His most recent books include Implementing Mastery Learning (2023), Instructional Feedback: The Power, the Promise, the Practice (with Smith & Lipnevich, 2023); Get Set, Go! Creating Successful Grading and Reporting Systems (2020), What We Know About Grading (with Brookhart, 2019), and On Your Mark: Challenging the Conventions of Grading and Reporting (2015). He may be contacted by email at guskey@uky.edu, Twitter at @tguskey, or at www.tguskey.com.
Acknowledgments
About the Authors
Preface: The Nature of Essential Questions
Part I: Standards
1. What are Standards?
2. Are Standards a New Idea in Education?
3. Why Do Some People Oppose Standards?
Part II: Assessments
4. What Is Assessment?
5. What Is the Difference Between Assessments and Tests?
6. What Is Formative Assessment?
7. Why Are Formative Assessments Important?
8. What Are Common Formative Assessments?
9. What Is Summative Assessment?
10. What Is High-Stakes Assessment?
11. What Are Instructionally Sensitive and Instructionally Insensitive
Assessments?
12. How Do Assessments for Learning Differ From Assessments of Learning?
13. Do Formative Assessments Improve Student Learning?
Part III: Grading
14. What Are Grades?
15. What Is the Purpose of Grading?
16. Are Grades Essential to Teaching and Learning?
17. Why Are the First Grades Assigned So Important?
18. Do Low Grades Prompt Students to Try Harder?
19. Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process?
20. What Is Wrong With Grading on the Curve?
Part IV: Reporting
21. What Criteria Do Teachers Use in Assigning Grades?
22. What Is Standards-Based Grading and Reporting?
23. Why Do Some Parents Have Concerns About Standards-Based Grading and
Reporting?
24. If Schools Implement Standards-Based Grading, Will the Grades Assigned
to Students Likely Go Up or Down?
25. What Is the Most Important First Step in Implementing Standards-Based
Grading?
26. What Is the Best Way to Inform Parents About Moving to Standards-Based
Grading?
27. What Is the Best Way to Encourage Parents to Make Comments on the
Report Card?
28. Will Standards-Based Grading Improve Student Learning?
Part V: Grading and Reporting for Exceptional and Struggling Learners
29. Who are Exceptional and Struggling Learners?
30. How Do We Assign Grades to Exceptional and Struggling Learners Who
Require Modifications?
31. What Is the Difference Between Accommodations and Modifications?
32. How Do We Legally Report Grades for Exceptional and Struggling Learners
on Report Cards and Transcripts?
33. Do High School Students Requiring Modifications Receive Course Credit
Toward a Diploma? Do Modifications Make a Student Ineligible for
Extracurricular Activities, Such as Interscholastic Athletics?
Summary and Conclusions
Index
About the Authors
Preface: The Nature of Essential Questions
Part I: Standards
1. What are Standards?
2. Are Standards a New Idea in Education?
3. Why Do Some People Oppose Standards?
Part II: Assessments
4. What Is Assessment?
5. What Is the Difference Between Assessments and Tests?
6. What Is Formative Assessment?
7. Why Are Formative Assessments Important?
8. What Are Common Formative Assessments?
9. What Is Summative Assessment?
10. What Is High-Stakes Assessment?
11. What Are Instructionally Sensitive and Instructionally Insensitive
Assessments?
12. How Do Assessments for Learning Differ From Assessments of Learning?
13. Do Formative Assessments Improve Student Learning?
Part III: Grading
14. What Are Grades?
15. What Is the Purpose of Grading?
16. Are Grades Essential to Teaching and Learning?
17. Why Are the First Grades Assigned So Important?
18. Do Low Grades Prompt Students to Try Harder?
19. Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process?
20. What Is Wrong With Grading on the Curve?
Part IV: Reporting
21. What Criteria Do Teachers Use in Assigning Grades?
22. What Is Standards-Based Grading and Reporting?
23. Why Do Some Parents Have Concerns About Standards-Based Grading and
Reporting?
24. If Schools Implement Standards-Based Grading, Will the Grades Assigned
to Students Likely Go Up or Down?
25. What Is the Most Important First Step in Implementing Standards-Based
Grading?
26. What Is the Best Way to Inform Parents About Moving to Standards-Based
Grading?
27. What Is the Best Way to Encourage Parents to Make Comments on the
Report Card?
28. Will Standards-Based Grading Improve Student Learning?
Part V: Grading and Reporting for Exceptional and Struggling Learners
29. Who are Exceptional and Struggling Learners?
30. How Do We Assign Grades to Exceptional and Struggling Learners Who
Require Modifications?
31. What Is the Difference Between Accommodations and Modifications?
32. How Do We Legally Report Grades for Exceptional and Struggling Learners
on Report Cards and Transcripts?
33. Do High School Students Requiring Modifications Receive Course Credit
Toward a Diploma? Do Modifications Make a Student Ineligible for
Extracurricular Activities, Such as Interscholastic Athletics?
Summary and Conclusions
Index
Acknowledgments
About the Authors
Preface: The Nature of Essential Questions
Part I: Standards
1. What are Standards?
2. Are Standards a New Idea in Education?
3. Why Do Some People Oppose Standards?
Part II: Assessments
4. What Is Assessment?
5. What Is the Difference Between Assessments and Tests?
6. What Is Formative Assessment?
7. Why Are Formative Assessments Important?
8. What Are Common Formative Assessments?
9. What Is Summative Assessment?
10. What Is High-Stakes Assessment?
11. What Are Instructionally Sensitive and Instructionally Insensitive
Assessments?
12. How Do Assessments for Learning Differ From Assessments of Learning?
13. Do Formative Assessments Improve Student Learning?
Part III: Grading
14. What Are Grades?
15. What Is the Purpose of Grading?
16. Are Grades Essential to Teaching and Learning?
17. Why Are the First Grades Assigned So Important?
18. Do Low Grades Prompt Students to Try Harder?
19. Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process?
20. What Is Wrong With Grading on the Curve?
Part IV: Reporting
21. What Criteria Do Teachers Use in Assigning Grades?
22. What Is Standards-Based Grading and Reporting?
23. Why Do Some Parents Have Concerns About Standards-Based Grading and
Reporting?
24. If Schools Implement Standards-Based Grading, Will the Grades Assigned
to Students Likely Go Up or Down?
25. What Is the Most Important First Step in Implementing Standards-Based
Grading?
26. What Is the Best Way to Inform Parents About Moving to Standards-Based
Grading?
27. What Is the Best Way to Encourage Parents to Make Comments on the
Report Card?
28. Will Standards-Based Grading Improve Student Learning?
Part V: Grading and Reporting for Exceptional and Struggling Learners
29. Who are Exceptional and Struggling Learners?
30. How Do We Assign Grades to Exceptional and Struggling Learners Who
Require Modifications?
31. What Is the Difference Between Accommodations and Modifications?
32. How Do We Legally Report Grades for Exceptional and Struggling Learners
on Report Cards and Transcripts?
33. Do High School Students Requiring Modifications Receive Course Credit
Toward a Diploma? Do Modifications Make a Student Ineligible for
Extracurricular Activities, Such as Interscholastic Athletics?
Summary and Conclusions
Index
About the Authors
Preface: The Nature of Essential Questions
Part I: Standards
1. What are Standards?
2. Are Standards a New Idea in Education?
3. Why Do Some People Oppose Standards?
Part II: Assessments
4. What Is Assessment?
5. What Is the Difference Between Assessments and Tests?
6. What Is Formative Assessment?
7. Why Are Formative Assessments Important?
8. What Are Common Formative Assessments?
9. What Is Summative Assessment?
10. What Is High-Stakes Assessment?
11. What Are Instructionally Sensitive and Instructionally Insensitive
Assessments?
12. How Do Assessments for Learning Differ From Assessments of Learning?
13. Do Formative Assessments Improve Student Learning?
Part III: Grading
14. What Are Grades?
15. What Is the Purpose of Grading?
16. Are Grades Essential to Teaching and Learning?
17. Why Are the First Grades Assigned So Important?
18. Do Low Grades Prompt Students to Try Harder?
19. Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process?
20. What Is Wrong With Grading on the Curve?
Part IV: Reporting
21. What Criteria Do Teachers Use in Assigning Grades?
22. What Is Standards-Based Grading and Reporting?
23. Why Do Some Parents Have Concerns About Standards-Based Grading and
Reporting?
24. If Schools Implement Standards-Based Grading, Will the Grades Assigned
to Students Likely Go Up or Down?
25. What Is the Most Important First Step in Implementing Standards-Based
Grading?
26. What Is the Best Way to Inform Parents About Moving to Standards-Based
Grading?
27. What Is the Best Way to Encourage Parents to Make Comments on the
Report Card?
28. Will Standards-Based Grading Improve Student Learning?
Part V: Grading and Reporting for Exceptional and Struggling Learners
29. Who are Exceptional and Struggling Learners?
30. How Do We Assign Grades to Exceptional and Struggling Learners Who
Require Modifications?
31. What Is the Difference Between Accommodations and Modifications?
32. How Do We Legally Report Grades for Exceptional and Struggling Learners
on Report Cards and Transcripts?
33. Do High School Students Requiring Modifications Receive Course Credit
Toward a Diploma? Do Modifications Make a Student Ineligible for
Extracurricular Activities, Such as Interscholastic Athletics?
Summary and Conclusions
Index