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Rethinking grading : meaningful assessment for standards-based learning / Cathy Vatterott.

By: Vatterott, Cathy, 1951- [author.].
Material type: TextTextDescription: 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
Contents:
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.
Summary: 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.
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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

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.

Author notes provided by Syndetics

Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. In her work as a leader of K-12 professional development, she has learned that "grading continues to be the most contentious part conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.

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