Charting a Course to Standards-Based Grading: What to Stop, What to Start, and Why It Matters

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About

What's the best way to ensure that grading policies are fair, accurate, and consistent across classrooms? How can schools transition to a grading system that better reflects what students are actually learning? Tim R. Westerberg makes this journey easier by offering a continuum of options, with four "destinations" on the road to improved grading and assessment.

Acknowledgments

Introduction

Destination 1. Addressing Seven Counterproductive Assessment and Grading Practices and Beliefs

The Zero

Extra Credit

Combining Academic Performance with Work Ethic and Citizenship

About the authors

Tim Westerberg is an experienced education consultant who has conducted hundreds of presentations, trainings, and workshops for state, national, and international schools, districts, and regional organizations. Westerberg's professional work focuses on improving classroom instruction, creating high-performing high schools, standards-based grading, building high-quality assessment systems, leadership training, and state standards implementation.

Westerberg served as high school principal for 26 years, and has been active in a variety of school transformation, staff development, and leadership training initiatives in Colorado, across the nation, and internationally, including the NASSP/Carnegie Foundation Commission on the Restructuring of the American High School that produced the seminal report Breaking Ranks: Changing an American Institution. He is an author of several books and has written numerous articles published in a variety of education publications, including Principal Leadership magazine and Educational Leadership® magazine.