Literaturnachweis - Detailanzeige
| Autor/inn/en | Burns, Elise B.; Frangiosa, David |
|---|---|
| Titel | Going gradeless, grades 6-12. Shifting the focus to student learning. |
| Quelle | Los Angeles, California: Corwin (2021), XIV, 164 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071837542 (Taschenbuch); 9781071837535 (EPUB); 9781071837528 (EPUB); 9781071837511 (PDF) |
| Schlagwörter | USA; Grading and marking (Students); United States; Educational tests and measurements; Educational evaluation; Bildungstheorie; Bildungspraxis |
| Abstract | Why? -- A discussion about equity -- Educational theory that grounds our model -- Development of the model 2015-2020 -- Creating language for the learning progressions -- Assessments -- Aligning progress with a traditional model -- Our evidence -- A step-by-step guide to going gradeless. "Grade reform and standards-based grading (SBG) is a hotly debated issue in education. As one high school administrator puts it, "Traditional letter grading is probably the biggest elephant in the room in regard to school reform. We start [grading] at a young age, and it becomes all about accumulating points, and it's not about the learning anymore." (Dan Kelley, principal of Smithfield High School, Rhode Island). When students can focus less on the score and more on the learning, great things happen. SBG is even more challenging in high school. In this book, the authors share their districts' successes moving to alternate assessment methods that promote learning rather than solely achievement. The proponents of grade reform highlight the arbitrary nature of grades, the undue stress experienced by some learners, and the potential interference in the process of learning. On the other hand, opponents reference the lack of accountability and a shift away from content knowledge that is perceived in many alternate assessment models. This book outlines how to remove the negative impacts of grades while still maintaining a high level of accountability. While the majority of other books in this space provide a rationale for why the shift is necessary, these authors provide the classroom teacher's perspective and concrete examples of how these approaches can be developed and applied. They provide sample assessments, student work samples, an accountability checklist, a sample of their rubrics, and a review of our collected data"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/2/06 |
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