Degrading the Grading Myths: A Primer of Alternatives to Grades and Marks.

Sonst. Personen	Simon, Sidney B. (Hrsg.); Bellanca, James A. (Hrsg.)
Institution	Association for Supervision and Curriculum Development, Washington, DC.
Titel	Degrading the Grading Myths: A Primer of Alternatives to Grades and Marks.
Quelle	(1976), (159 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Admission Criteria; Change Strategies; Cheating; Computer Oriented Programs; Credit No Credit Grading; Discipline; Educational Research; Elementary Secondary Education; Evaluation Criteria; Evaluation Methods; Grades (Scholastic); Higher Education; Nontraditional Education; Norms; Pass Fail Grading; Performance Contracts; Predictive Measurement; Report Cards; Self Concept; Student Evaluation; Student Records + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Lösungsstrategie; Prellen; Computerprogramm; Disziplin; Bildungsforschung; Pädagogische Forschung; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Normwert; Leistungsvereinbarung; Berichtszeugnis; Selbstkonzept; Schulnote; Studentische Bewertung; Schülerakte
Abstract	This volume is introduced by Sid Simon's discussion of the "Wad-Ja-Get?" syndrome--society's obsession with grades--and where it has led. Simon also explains each author's strong identification with the grading issue, and presents seven major questions that the authors, in the book, attempt to answer. His overview provides a perspective for considering all the material to follow. Part I presents the problem, beginning with Art Combs' stage-setting comments about the nature of learning and his discussion of four criteria for determining procedures in grading. Later in this section, Sid Simon looks at the many ingenious methods of cheating that students use in grade-getting. Part II provides a quick review of what research has to say on the subject of grading and offers references. The pros and cons of several alternative grading/evaluating schemes are also reviewed. Although most of the research presented confirms the fact that grading is, indeed, a problem, much attention is given to the typical humanistic concerns. Five successful alternative (non-common) grading procedures are presented in Part III. These case studies range from a personal report about procedures in a college classroom, to notes on a computerized grading system, to a faculty-developed evaluation plan for an entire school district. (Author/MV)
Anmerkungen	Association for Supervision and Curriculum Development, Suite 1100, 1701 K St., N,W., Washington, D.C. 20006 (Stock No. 611-76082, $6.00, discounts available on quantity orders)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01