Elements of Grading. Douglas Reeves

Чтение книги онлайн.

СКАЧАТЬ Strategies for Busy Teachers

       Finding the Time

       Require That Students Complete the Work

       Use the Menu System

       Documenting Time-Saving Ideas

       Chapter 10

       Student Voices in Grading Practices

       Hypotheses About Student Engagement

       Student Voices Across Grade Levels

       When Students, Parents, and Teachers Disagree

       Chapter 11

       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

       Chapter 12

       Grading for Students With Special Needs

       Fairness

       Accuracy

       Specificity

       Timeliness

       Chapter 13

       The Impact of Technology on Grading Practices

       Electronic Gradebooks

       A Lighter Backpack

       Collaborative Scoring of Anonymous Student Work

       Parent Engagement With Electronic Gradebooks

       Conclusion

       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

       Appendix

       Reproducibles

       References and Resources

       Index

      ABOUT THE AUTHOR

      Douglas Reeves, PhD, is the author of more than thirty books and eighty articles about education, leadership, and organizational effectiveness. He has presented his work on effective grading practices to audiences around the world. His research appears in Educational Leadership, Kappan, The American School Board Journal, and many other publications. His comments on grading appeared on the cover of USA Today, and his work remains frequently cited in professional and academic publications. Douglas’s honors include the Distinguished Service Award from the National Association of Secondary School Principals, the Brock International Prize, and the Contribution to the Field Award from the National Staff Development Council (now Learning Forward). He is the founding editor and copublisher of The SNAFU Review, where he provides one-on-one support for disabled veterans whose writing and art inspire others with post-traumatic stress disorder. He is also the founder of Finish the Dissertation, a free and noncommercial service for doctoral students. He lives with his family in downtown Boston.

      To learn more about Douglas’s work, visit Creative Leadership Solutions (CreativeLeadership.net) or the Change Leaders blog (www.changeleaders.com), or follow him on Twitter @DouglasReeves.

      To book Douglas Reeves for professional development, contact [email protected].

       Preface

      FINDING COMMON GROUND

      Standards-based grading is one of the most controversial issues in 21st century education. The two sides in the debate can be contentious, even rancorous, challenging one another’s motives and concern for students. This book is not designed to tell the critics of standards-based grading that they are wrong. Rather, I attempt to seek common ground between the critics and advocates of standards-based grading to develop and promote the most effective grading practices.

      So let’s step back from the brink and attempt a more rational dialogue with the critics of standards-based grading. I’m not one to back away from a vigorous debate on important issues, but this particular debate has gone off the rails from policy disagreements to destructive monologues. We can do better. Although standards-based grading is the logical accompaniment to any system that uses standards, there remains a wide gulf between the embrace of standards and the use of standards-based grading. The policy of standards-based grading is the reality in only a small fraction of districts. Although the practice is growing, the opposition is consistent and strong. What is missing in the debate СКАЧАТЬ