Going Gradeless, Grades 6-12: Shifting the Focus to Student Learning

Autor/inn/en	Burns, Elise; Frangiosa, David
Titel	Going Gradeless, Grades 6-12: Shifting the Focus to Student Learning
Quelle	(2021), (184 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-07-183754-2
Schlagwörter	Grading; Student Evaluation; Evaluation Methods; Scoring Rubrics; Tests; Accountability; Secondary Education; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12 + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Examination; Prüfung; Examen; Verantwortung; Sekundarbereich; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Great things happen when students are able to focus on their learning instead of their scores. However, assessment reform, including standards-based grading, remains a hotly debated issue in education. "Going Gradeless" shows that it is possible to teach and assess without the stress of traditional grading practices. Sharing their successful shifts to alternate assessment and their perspectives as experienced classroom teachers, the authors show you how to remove the negative impacts of grades while still maintaining a high level of accountability. Readers will find concrete examples of how these approaches can be developed and applied, plus: (1) sample assessments and rubrics; (2) student work samples from all grade levels; (3) an accountability checklist; and (4) a review of collected data. It is possible to go gradeless! Focusing less on letter grades allows students to interact with the content more deeply, develop better relationships with their teachers and peers, and gain confidence in the classroom, school, and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01