Literaturnachweis - Detailanzeige
| Sonst. Personen | Guskey, Thomas R. (Hrsg.) |
|---|---|
| Titel | Practical solutions for serious problems in standards-based grading. |
| Quelle | Thousand Oaks, CA: Corwin Press (2009), X, 125 S. |
| Beigaben | Tabellen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1-4129-6725-2; 978-1-4129-6724-2; 978-1-4129-6725-9 |
| Schlagwörter | Lernstandserhebung; Bildungsstandards; Kind; Schule; Lehrer; Schüler; Leistungsbeurteilung; Schülerleistung; Englisch als Zweitsprache; Englischunterricht; Rechtsprechung; Behinderung; Berichterstattung; Bewertung; USA |
| Abstract | Standards-based education poses a variety of challenges for grading and reporting practices, especially for ensuring that the grades assigned to students are honest, meaningful, and fair. Many traditional methods, such as limiting the number of high grades or defining "C" as "average," no longer work in a standards-based environment. This edited volume examines critical issues in standards-based grading and provides specific suggestions for improving grading policies and practices at the school and classroom levels. With contributions from prominent educators and researchers, this ... volume describes traditional school practices that inhibit the implementation of standards-based grading, addresses how teachers can assign fair and accurate grades to English language learners and students with special needs, examines legal issues that influence grading and reporting policies, discusses why report card grades and large-scale assessment scores may vary, fosters consistency in grading across states and districts, offers effective strategies for communicating with parents. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2009/2 |
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