Grading /
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| Author / Creator: | Brookhart, Susan M. |
|---|---|
| Edition: | 2nd ed. |
| Imprint: | New York : Merrill, c2009. |
| Description: | xiii, 210 p. : ill. ; 24 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/7246081 |
Table of Contents:
- Part 1. Understanding Grading
- Chapter 1. Introduction
- Key Concepts
- Why Grading
- Purposes for Grading
- Definitions of Terms
- Grading
- Achievement
- Validity
- Reliability
- Organization
- Self-Reflection: Now and Later
- Exercises
- Chapter 2. Grading in Its Contexts
- Key Concepts
- The Historical Context of Grading
- Grading at Universities, 1640s to 1800s
- Grading in the Common School, 1800s
- 1890 to 1920
- 1920 to 1930
- 1930 to 1960
- 1960 to 1980
- 1980 to 2000
- 2000 to the Present
- Current Context of Grading
- Social Context of Grading
- Legal Context of Grading
- Confidentiality
- Grade Penalties
- Appeals Policies and Due Process
- Educator Responsibilities
- Conclusion
- Exercises
- Chapter 3. The Educational Psychology of Grading
- Key Concepts
- Student Perceptions
- Influence of Grading Practices on Motivation to Learn
- Attribution Theory
- Goal Orientations
- Self-Worth Theory
- Function of Feedback to Students
- Cognitive Evaluation Theory
- Formative Assessment as Feedback for Learning
- The Classroom Assessment Environment
- Conclusion
- Exercises
- Part 1 Exercises
- Part 2. Integrating Assessment and Instruction
- Chapter 4. Designing Assessments That Reflect Intentions for Learning
- Key Concepts
- Matching Assessment and Instruction
- Paper-and-Pencil Tests
- Novel Applications Are Required to Tap Higher Order Thinking
- Performance Assessments
- Scoring Is Part of the Match
- Tests
- Performance Assessments
- Conclusion
- Exercises
- Chapter 5. Deciding on the Bases for Grading
- Key Concepts
- Formative and Summative Evaluation
- Bases for Grading
- Kinds of Grading Schemes
- Points or Percents
- Rubrics
- Assessment Versus Grading
- Conclusion
- Exercises
- Chapter 6. Providing Grades and Other Feedback to Students
- Key Concepts
- Providing Informative Feedback
- Student Involvement in Assessment
- Creating Grading Criteria
- Applying Criteria to Their Own and Peers' Work
- Going Over Test Results
- Grading Is a Skill
- Exemplars
- More Practice
- Fourth-Grade "Dogs and Cats" Essays
- High School English Essays
- Grading Tests
- Grading Term Papers, Written Reports, and Projects
- Conclusion
- Exercises
- Part 2 Exercises
- Part 3. Combining Grades Into Marks for Report Cards
- Chapter 7. Grading Policies and Formats
- Key Concepts
- Grades Should Reflect Achievement
- Report Card Formats
- Physical Characteristics
- Administrative Policy
- Instructional Targets
- Grading Policies
- Grade-Point Averages
- Self-Reflection Is Critical
- Conclusion
- Exercises
- Chapter 8. Developmental Concerns in Grading
- Key Concepts
- Grading in Special Education
- Adapting Methods of Arriving at Report Card Grades
- Adapting Reporting Mechanisms for Students with Special Needs
- Adapting Grades for Individual Assignments
- Providing Feedback to Students with Special Needs
- Grading in Early Childhood
- Grading in Elementary and Secondary Classrooms
- Conclusion
- Exercises
- Chapter 9. Developing Skills at Combining Grades into Marks for Report Cards
- Key Concepts
- Arriving at a Categorical Grade
- Arriving at a Letter Grade via Rubrics
- The Median Method for Calculating Report Card Grades
- Combining Percent Scores and Rubrics or Grades
- Arriving at a Letter Grade via Points
- Letter Grades as Averages of Percentage Grades
- Letter Grades as Percentage of Total Possible Points
- The Influence of Zeros in Point-Based Grading
- Reviewing Borderline Grades
- Electronic Methods: Gradebook Packages, Web-Based Systems
- Conclusion
- Exercises
- Chapter 10. Other Ways of Communicating About Student Achievement
- Key Concepts
- Sending Work Home
- A Communication Process
- Portfolios
- Set a Purpose
- Plan the Logistics
- Collect the Evidence
- Interpret the Evidence
- Communicate the Information and Listen to the Response
- Strengths and Weaknesses
- Narratives
- Set a Purpose
- Plan the Logistics and Collect the Evidence
- Interpret the Evidence and Communicate the Information
- Listen to the Response
- Strengths and Weaknesses
- Parent-Teacher, Student-Teacher, or Student-Parent-Teacher Conferences
- Set a Purpose
- Plan the Logistics
- Collect the Evidence
- Interpret the Evidence, Communicate the Information, and Listen to the Response
- Strengths and Weaknesses
- Parent-Teacher Conferences
- Student-Teacher Conferences
- Student-Parent-Teacher Conferences
- Conclusion
- Exercises
- Part 3 Exercises
- Appendix A. Test Blueprints
- Appendix B. Do's and Don'ts for Writing Good Test Items
- Appendix C. Alternative Assessment Checklist
- Appendix D. Key for Sample Papers from Chapter 6
- References
- Index
