Grading and learning : practices that support student achievement

Grades should reflect and motivate learning. This book is relatable, relevant, and effective in improving educators' assessment and reporting processes and supporting students' motivation to learn. Understand how to grade individual assignments and give report card grades that accurately reflect and clearly communicate student achievement. Clear, concrete examples help translate state standards into curriculum goals.

Acknowledgments	p. v
About the Author	p. xi
Preface	p. xiii
Chapter 1 All Students Can Learn	p. 3
The Foundation	p. 3
How Not to Use Gradeas	p. 4
Common Terminology	p. 5
Student Assessment	p. 7
External Pressures on Grading Policies	p. 9
Time for Self-Reflection	p. 10
Summary	p. 12
Chapter 2 Grading on Standards for Achievement	p. 13
Why Is It Important to Grade on Standards for Achievement?	p. 15
Content and Performance Standards	p. 18
Curriculum Goals and Intended Learning Goals for Classroom Instruction	p. 20
Building a System for Grading That Supports Learning	p. 22
Summary	p. 24
Chapter 3 Grading Strategies That Support and Motivate
Student Effort and Learning	p. 25
Internal Motivation to Learn	p. 25
Supporting Students' Motivation	p. 27
Student Self-Regulation in Action	p. 28
Student Self-Regulation Through Practice	p. 31
Exceptions, Exemptions, Differentiation	p. 34
Twelve Grading Strategies	p. 36
Summary	p. 38
Chapter 4 Designing and Grading Assessments to Reflect Student Achievement41
Strategy 1 Communicate Clear Learning Targets	p. 41
Strategy 2 Make Sure Assessments Are of High Quality	p. 44
Strategy 3 Use Formative Asessment Before Grading	p. 54
Strategy 4 Inform Students	p. 56
Strategy 5 Grade Achievement, and Handle Behavioral Issues Behaviorally	p. 58
Strategy 6 Grade Individuals	p. 60
Summary	p. 64
Chapter 5 Designing Report Card Grading Policies to Reflect Student Achievement	p. 65
Standards-Based Report Cards	p. 65
Strategy 7 Grade on Standards	p. 73
Strategy 8 State Grading Policy Clearly	p. 78
Strategy 9 Keep Standards-Based Records	p. 82
Strategy 10 Use Multiple Measures	p. 86
Strategy 11 Maintain Standards-Based Meaning When Blending Evidence	p. 88
Strategy 12 Involve Students	p. 98
Summary	p. 100
Chapter 6 Beginning and Implementing
Learning-Focused Report Card Grading Policies	p. 103
No D, No Zero, and Other Scale-Based Policies	p. 103
Learning-Focused Grading Reforms: Communication Is Key	p. 105
Summary	p. 111
Chapter 7 Communicating With Students and Parents	p. 113
Communicating at the Beginning of the Year	p. 113
Communicating During the Year	p. 113
Communicating at Report Card Time	p. 114
Communicating Beyond the Report Card	p. 115
Summary	p. 125
Chapter 8 Assessing Readiness for Grading Reforms	p. 127
Your Individual Practices	p. 127
Your School's or District's Practices	p. 132
Summary	p. 134
Conclusion: Keeping the Promise	p. 135
The Journey to Learning-Focused Grading	p. 137
Unresolved Issues	p. 141
Where Will You Go Next?	p. 141
References	p. 143
Index	p. 147

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