Let evidence and integrity guide your grading practice
If you want to ask a polarizing question in education, ask someone their thoughts on grading. Few topics have elicited more interest or opinions, even though grading practices have remained relatively unchanged for years. But opinions are not evidence. The time has come to get it right with a fresh approach grounded in research and the principles of integrity.
Grading With Integrity introduces a measured approach to grading reform based on honesty, transparency, accuracy, and equity with recommendations backed by clear and trustworthy evidence. Addressing the many ‘whys’’ involved, this thoughtfully organized book addresses central questions related to grading and reporting student learning, covering:
- An historical overview of grading and reporting practices
- A discussion of standards-based and competency-based grading
- Recommendations for reporting non academic learning goals separately from academic achievement, to accurately reflect students′ performance
- Suggestions for reporting growth and improvement, using specific assessments and other reporting tools
- An infallible argument for grading with integrity
This book is a must-read for K-12 classroom teachers and administrators who are looking to implement better and more defensible grading and reporting policies and practices. Let evidence and integrity be your guide to enhancing students’ best interests and learning success.
Tabella dei contenuti
Chapter 1: Why Grading for Integrity?
Chapter 2: A Brief History of Grading: How Did We Get Here?
Chapter 3: Asking Why: What Is Our Purpose for Grading?
Chapter 4: Current Grading Schemas: What Are the Existing Problems?
Chapter 5: Product: What is Standards-Based or Competency-Based Grading?
Chapter 6: Process: How Do We Include Nonacademic Learning Goals in Grading?
Chapter 8: Grading with Integrity: How Do We Get There?
Circa l’autore
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.
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