A Repair Kit for Grading Fifteen Fixes for

Communicating about student achievement requires accurate, consistent and meaningful grades. Educators interested in examining and improving grading practices should ask the following questions: bull; Am I confident that students in my classroom receive consistent, accurate and meaningful grades that support learning? bull; Am I confident that the grades I assign students accurately reflect my school or districtrs"s published performance standards and desired learning outcomes? In many schools, the answers to these questions often range from "not very" to "not at all." When thatrs"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 Gradesgives teachers and administrators15 waysto make the necessary repairs. Also included in: 7 Training DVDPackage - ISBN 9780132548939 Grading & Reporting in Standards-Based Schools DVD Package - ISBN9780132548915 Repair Kit for Grading, A: Fifteen Fixes for Broken Grades - 10 Books - ISBN 9780131392830 Grading Package - 20 Books - ISBN 9780132108287 Grading Package - 30 Books - ISBN 9780132108362 Grading Package - 40 Books - ISBN 9780132108294 Grading Package - 50 Books - ISBN 9780132108355 Additional Resources A Learning Team Study Guide is available online at www.assessmentinst.com/resources/ati-study-guides/ . Visit http://www.assessmentinst.com/resources/ati-resources/ to read more articles on assessment, download study guides, and more! To check out ATI events and trainings in you area, visit http://www.assessmentinst.com/category/events/ .

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.

Preface	p. xi
Setting the Stage	p. 1
Key Definitions	p. 6
Purpose(s) for Grades	p. 6
Underpinning Issues	p. 7
Fairness	p. 7
Motivation	p. 8
Objectivity and Professional Judgment	p. 11
Student Involvement	p. 12
The 15 Fixes	p. 12
Fixes for Practices That Distort Achievement	p. 15
Don't include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement	p. 16
Student Involvement	p. 20
Summary	p. 22
Teacher Vignette	p. 22
Policy Example	p. 23
Don't reduce marks on "work" submitted late; provide support for the learner	p. 24
Student Involvement	p. 27
Summary	p. 27
Teacher Vignette	p. 28
Policy Example	p. 30
Don't give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement	p. 32
Student Involvement	p. 35
Summary	p. 35
Teacher Vignette	p. 36
Policy Examples	p. 36
Don't punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement	p. 38
Student Involvement	p. 43
Summary	p. 43
Teacher Vignette	p. 44
Policy Example	p. 45
Don't consider attendance in grade determination; report absences separately	p. 47
Summary	p. 49
Teacher Vignettes	p. 49
Policy Example	p. 51
Don't include group scores in grades; use only individual achievement evidence	p. 52
Summary	p. 54
Teacher Vignette	p. 55
Policy Example	p. 56
Fixes for Low-Quality or Poorly Organized Evidence	p. 57
Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals	p. 58
Summary	p. 64
Teacher Vignettes	p. 65
Policy Example	p. 66
Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations	p. 67
Student Involvement	p. 75
Summary	p. 75
Teacher Vignette	p. 76
Policy Example	p. 77
Don't assign grades based on a student's achievement compared to other students; compare each student's performance to preset standards	p. 79
Summary	p. 80
Teacher Vignette	p. 81
Policy Example	p. 81
Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments	p. 82
Summary	p. 85
Teacher Vignette	p. 86
Policy Example	p. 88
Fixes for Inappropriate Grade Calculation	p. 89
Don't rely only on the mean; consider other measures of central tendency and use professional judgment	p. 90
Summary	p. 93
Teacher Vignette	p. 93
Policy Example	p. 94
Don't include zeros in grade determination when evidence is missing or as punishment, use alternatives, such as reassessing to determine real achievement, or use "I" for Incomplete or Insufficient Evidence	p. 95
Student Involvement	p. 100
Summary	p. 101
Teacher Vignette	p. 102
Policy Example	p. 103
Fixes to Support Learning	p. 105
Don't use information from formative assessments and practice to determine grades; use only summative evidence	p. 106
Student Involvement	p. 114
Summary	p. 115
Teacher Vignette	p. 115
Policy Examples	p. 117
Don't summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement	p. 120
Summary	p. 122
Teacher Vignette	p. 124
Policy Example	p. 125
Don't leave students out of the grading process. Involve students; they can-and should-play key roles in assessment and grading that promote achievement	p. 126
Summary	p. 129
Teacher Vignette	p. 130
Policy Example	p. 131
Summary	p. 135
Discussion Guide	p. 139
Rubric for Evaluating Grading Practices	p. 151
Survey on Marking and Grading Practices	p. 154
Instructions	p. 154
Definitions	p. 154
References	p. 156
Index	p. 159
Table of Contents provided by Ingram. All Rights Reserved.

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Summary

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Table of Contents

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