Rethinking Grading: Meaningful Assessment for Standards-Based Learning
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About
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process.
Table of contents
The Culture of Grading
Why We Need a New Grading Paradigm
What Grading Looks Like in the Standards-Based Classroom
What, How, and When to Grade
About the authors
Cathy Vatterott is professor emeritus of education at the University of Missouri–St. Louis. Referred to as the "homework lady," Vatterott has been researching, writing, and speaking about K–12 homework for more than 20 years.
She frequently presents at a variety of state and national educational conferences and also serves as a consultant and workshop presenter for K–12 schools on a variety of topics.
She serves on the Parents magazine advisory board and is author of two ASCD books: Rethinking Homework: Best Practices That Support Diverse Needs, 2nd edition (2018) and Rethinking Grading: Meaningful Assessment for Standards Based Learning (2015).