Читать книгу Elements of Grading - Douglas Reeves - Страница 7
ОглавлениеTABLE OF CONTENTS
A New Conversation About Grading
Understanding Why Grading Is So Important
Identifying What Influences Grades
Reconciling Experience and Evidence
What’s New in the Second Edition
Effective Grading in a Standards-Based World
What Standards-Based Education Really Means
What Makes Standards-Based Grading Different
How to Separate Policy From Politics
What the Common Core Means for Grading
What the Common Core Says—and Doesn’t Say
How the Common Core Influences Teaching
How the Common Core Influences Assessment
How the Common Core Influences Grading
The Impact of Feedback on Achievement
Distinguishing Feedback From Testing
The Four Elements of Effective Feedback
Accuracy
Specificity
Timeliness
Starting the Debate: Challenges and Responses
Winning the Grading-Reform Debate
State What Will Not Change
Change the Scale to Match the Grades
Ask for a Fair Warning Agreement From Teachers
Require Consequences for Missing or Inaccurate Student Work
What Fairness Really Means
Why Fairness Matters
Why Social Class Matters
Why Equity Matters
Measuring Accuracy
Improving Accuracy
Reality Checks
Collaborative Scoring
Unintentional Mathematical Distortions
Gauging Knowledge
Translating Standards Into Grades
Feedback and Improvement
Quality, Not Just Quantity
The Coward’s F
Listening to Students
Considering Thinking Processes
Effectively Modifying Behavior
Defining Behavior With Clarity
Using Incentives Correctly
Encouraging Integrity
Why Timely Feedback Is Important
Standards of Timeliness
How Teachers Can Improve Timeliness
Involve Students in Establishing Academic Criteria
Use a Three-Column Rubric
Offer Midcourse Corrections
How School Administrators Can Improve Timeliness
Consider Practical Trade-Offs
Create Time to Analyze and Use Feedback
Monitor Teacher Responses
Time-Saving Strategies for Busy Teachers
Finding the Time
Require That Students Complete the Work
Use the Menu System
Documenting Time-Saving Ideas
Student Voices in Grading Practices
Hypotheses About Student Engagement
Student Voices Across Grade Levels
When Students, Parents, and Teachers Disagree
Leading Change for Effective Grading Policies
Defining the Purposes of Grading
Giving Rewards and Punishments
Implementing Unpopular Policy Changes
Four-Level, Action-Oriented Change Model
Explicit Vision
Specification of Behavior
Assessment and Feedback
Continuous Refinement
Aligning Systemic Support
Examine Evaluation Systems
Resolve Disagreements
Grading for Students With Special Needs
Fairness
Accuracy
Specificity
Timeliness
The Impact of Technology on Grading Practices
Electronic Gradebooks
A Lighter Backpack
Collaborative Scoring of Anonymous Student Work
Parent Engagement With Electronic Gradebooks
Inspiring Change in Grading Policies
Engage in Extensive Community Dialogue
Use Grading as a Tool for Improved Student Learning
Tolerate Dissent
Demonstrate Effective Change With Improved Student Success
