Rethinking grading : meaningful assessment for standards-based learning / Cathy Vatterott.Material type: TextDescription: viii, 131 pages : illustrations ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781416620495; 1416620494.Subject(s): Grading and marking (Students) -- United States | Educational tests and measurements -- United States | Educational evaluation -- United States | Educational evaluation | Educational tests and measurements | Grading and marking (Students) | United StatesDDC classification: 371.27/2
|Item type||Current location||Call number||Status||Date due||Barcode|
|Two week reserve||University of Texas At Tyler Reserves Desk - Circulation||LB3060.37 .V37 2015 (Browse shelf)||Available||0000002253169|
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|LA636 .S4 The English school: its architecture and organization 1370-1870||LB2331 .F495 2013 Creating significant learning experiences :||LB3051 .B7288 2016 How to make decisions with different kinds of student assessment data /||LB3060.37 .V37 2015 Rethinking grading :||LD5317 .A125 2007-2008 The University of Texas at Tyler Fact Book||LD5317 .A125 2008-2009 The University of Texas at Tyler Fact Book||LD5317 .A125 2009-2010 The University of Texas at Tyler Fact Book|
Includes bibliographical references and index.
The culture of grading -- Why we need a new grading paradigm -- What grading looks like in the standards-based classroom -- What, how, and when to grade -- How to reform grading : making change happen -- Afterword -- Appendix.
Standards-based grading paradigm allows methods to support students rather than judge, empowers learning rather than control, gives choices rather than mandates, and dignifies failure as a part of learning.-p.37.