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A Repair Kit for Grading: 15 Fixes for Broken Grades [With CDROM]
Paperback - English

Communicating about student achievement requires accurate, consistent and meaningful grades.

Educators interested in examining and improving grading practices should ask the following questions:

Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning?

Am I confident that the grades I assign students accurately reflect my school or district s published performance standardsanddesiredlearning outcomes?

In many schools, the answers to these questions often range from "not very" to "not at all." When that s the case, grades are "broken" and teachers and schools need a "repair kit" to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs.



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"... Ken O'Connor

A Repair Kit for Grading: Fifteen Fixes for Broken Grades, 2/e

Communicating about student achievement requires accurate, consistent and meaningful grades.

Educators interested in examining and improving grading practices should ask the following questions:

Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning?

Am I confident that the grades I assign students accurately reflect my school or district s published performance standardsanddesiredlearning outcomes?

In many schools, the answers to these questions often range from "not very" to "not at all." When that s the case, grades are "broken" and teachers and schools need a "repair kit" to fix them. A Repair Kit for Grading: 15 Fixes for Broken Grades, 2/e gives teachers and administrators 15 ways to make the necessary repairs.

The "fixes" are in four categories that reflect common grading challenges: distorted achievement, low-quality or poorly organized evidence, inappropriate grade calculation and linking grades more closely to student learning. Student achievement isn t only about "doing the work" or accumulating points. But, when students receive points for merely turning in work on time, or when teachers put a mark on everything students do and simply count them up to determine a grade, the message is clear: success is determined by the quantity of points earned, not the quality of the learning taking place. In fact, messages about learning quality get lost. Grades are artifacts of learning, and students need to receive grades that reflect what they ve actually learned. That s why this book advocates the implementation of grading systems based strictly on student achievement and shows educators how to create them.

Ken O Connor is a former Curriculum Coordinator with the Scarborough Board of Education in Ontario, Canada. He is an expert on grading and reporting with a particular emphasis on using these techniques to improve student achievement through student involvement. With over twenty years of teaching experience in secondary schools in Australia and Ontario, he has presented hundreds of workshops for teachers at every grade level, and is the author of the very successful How to Grade for Learning.

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ADDITIONAL INFO

ISBN
0132488639
EAN
9780132488631
Publisher
Publication Date
29/11/2010
Pages
162
Dimension
22.61cm x 14.99cm x 1.02cm
Age Group
NA to NA
Grades
Not Applicable to Not Applicable
Lexile Level
0
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About Author

O'Connor, Ken
Ken O'Connor has been an independent consultant on assessment and evaluation from 1996 to present. He has been a staff development presenter and facilitator on assessment, grading and reporting in 33 states and 7 provinces and 5 countries outside North America. He was a keynote presenter at the EARCOS Teachers Conference in Bangkok in March 2003 and an institute presenter at AISA conferences in Cameroon, Tanzania and Zimbabwe in October 2005. His teaching career included experience as a geography teacher and department head at L'Amoreaux C.I. and Maplewood High School in Scarborough, Ontario,




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