Literaturnachweis - Detailanzeige
| Autor/in | Feldman, Joe |
|---|---|
| Titel | Beyond Standards-Based Grading: Why Equity Must Be Part of Grading Reform |
| Quelle | In: Phi Delta Kappan, 100 (2019) 8, S.52-55 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| DOI | 10.1177/0031721719846890 |
| Schlagwörter | Grading; Academic Standards; Educational Change; Equal Education; Social Justice; Social Bias; Educational History |
| Abstract | Most justifications for standards-based grading and similar practices focus on the pedagogical reasons for the shift, such as the fact that such grading practices more accurately reflect student mastery than traditional points-based grading. Joe Feldman argues that grading practices should also be viewed as a way to promote equity and that standards-based approaches are a vast improvement over traditional practices. An equity-based approach to grading reduces disparities between students who have resources and those who do not. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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