How to Grade for Learning, K-12
3rd Edition
Published on 28. July 2009
Book
Paperback/Softback
296 pages
978-1-4129-5382-5 (ISBN)
Description
'After using these concepts and procedures for the past four years, I would recommend O'Connor's approach to all teachers who believe that grades should clearly communicate actual student learning. For educators who want to make grades more meaningful and useful to students, parents, and teachers, this is the book to read'-Forrest Clark, Math Teacher , Nisqually Middle School, Lacey, WA
'O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation'-Patricia Schenck, Academic Program Coordinator, Educator Preparation , Gulf Coast Community College
Academic assessment methods should help students grow and develop to their full potential. Many educators would agree, however, that traditional grading practices are incompatible with today's standards-based systems.
This third edition of the best-selling How to Grade for Learning demonstrates how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement. Ken O'Connor updates his eight guidelines for good grading, explains the purpose and key elements of each guideline, and offers recommendations for practical applications. The book examines a number of additional grading issues, including grade point average calculation and the use of computer grading programmes. This thoroughly revised edition includes:
- A greater emphasis on standards-based grading practices
- Updated research and additions to the sections on feedback and homework
- New sections on academic dishonesty, extra credit, and bonus points
- Additional information on utilizing level scores rather than percentages
- Reflective exercises
- Techniques for managing grading time more efficiently
An invaluable tool to help individual teachers assign grades that are accurate, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
'O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation'-Patricia Schenck, Academic Program Coordinator, Educator Preparation , Gulf Coast Community College
Academic assessment methods should help students grow and develop to their full potential. Many educators would agree, however, that traditional grading practices are incompatible with today's standards-based systems.
This third edition of the best-selling How to Grade for Learning demonstrates how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement. Ken O'Connor updates his eight guidelines for good grading, explains the purpose and key elements of each guideline, and offers recommendations for practical applications. The book examines a number of additional grading issues, including grade point average calculation and the use of computer grading programmes. This thoroughly revised edition includes:
- A greater emphasis on standards-based grading practices
- Updated research and additions to the sections on feedback and homework
- New sections on academic dishonesty, extra credit, and bonus points
- Additional information on utilizing level scores rather than percentages
- Reflective exercises
- Techniques for managing grading time more efficiently
An invaluable tool to help individual teachers assign grades that are accurate, meaningful, and supportive of learning, this book also makes an ideal staff development resource.
Reviews / Votes
"Once again, Ken O'Connor has addressed one of the most emotional issues in education: grading. This book not only makes a compelling case for reformed grading practices, but also provides practical advice for the classroom teacher, school and system administrator, and policy maker at every level." -- Douglas Reeves, Chairman "Unlike some books that are long on theory and short on implementation, this book combines convincing arguments and research with practical classroom procedures. Writing with the teacher in mind, O'Connor provides the detailed procedures and examples needed to implement standards-based grading in the classroom. After using these concepts and procedures for the past four years, I would recommend O'Connor's approach to all teachers who believe that grades should clearly communicate actual student learning. For educators who want to make student grades more meaningful and useful to students, parents, and teachers, this is the book to read." -- Forrest Clark, Math Teacher "O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation." -- Patricia Schenck, Academic Program Coordinator, Educator Preparation "O'Connor's patient, methodical approach, along with realistic examples, gives the reader a road map to define and implement grades that are truly based on academic achievement." -- Duane Coleman, Director of Secondary Curriculum and Instruction "O'Connor has raised the stakes and opened more thinking about grading with this third edition, updated for the critically thinking, research-based teacher of our increasingly diverse classrooms. O'Connor presents clear advice on grading homework, moving beyond points and percentages, grading academic dishonesty, grading cooperative learning groups, gradebook formats, dealing with zeroes and late work, students re-doing work, students' self-assessments, what grades can and cannot reveal, and much more." -- Rick Wormeli, Teacher TrainerMore details
Edition
3rd Revised edition
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Edition type
Revised edition
Dimensions
Height: 279 mm
Width: 216 mm
Weight
822 gr
ISBN-13
978-1-4129-5382-5 (9781412953825)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
12/2017
4th Edition
Corwin Press Inc
€63.32
Shipment within 15-20 days
Previous edition
Book
06/2002
2nd Edition
Corwin Press Inc
€43.51
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Person
Ken O'Connor is an independent classroom assessment consultant with a special interest in grading and reporting. An internationally recognized speaker who has presented in 47 states in the United States, 9 provinces and one territory in Canada, and 24 other countries, he has also consulted for schools, districts, and state and provincial departments of education. He had 23 years of classroom experience from grade 7 to grade 12, and 10 years of experience as a curriculum coordinator for a large school district. Ken was born in Melbourne, Australia, but has lived most of his life in the east end of Toronto, Canada.
His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.
His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.
Content
Foreword by Rick Stiggins
Preface
Acknowledgments
About the Author
Introduction
What Grading Terminology Is Needed?
What Is the Context of Grading?
Constructivist Theories of Learning
How Do These Concepts Affect Assessment?
Why Grade?
What Are the Underlying Perspectives on Grading?
Grading Practices and Guidelines
Grading Issues
1. Linking Grades
Guideline 1
The Case of Michael's Amazing Passing Shop Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 1
2. Using Performance Standards
Guideline 2
The Case of Sally's Shocking Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 2
3. Grading Individual Achievement
Guideline 3
The Case of Rick's Mysterious Falling Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 3
4. Sampling Student Performance
Guideline 4
The Case of Heather's Grim Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 4
5. Changing Grades
Guideline 5
The Case of Anil's Amazing Improvement
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 5
6. Crunching Numbers
Guideline 6
The Case of Alexis' Absences
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 6
7. Quality Assessment and Keeping Records
Guideline 7
The Case of Brian's Boosted Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 7
8. Communicating With Students About Grades
Guideline 8
The Case of Huan's Lunchtime Surprise
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 8
9. Putting It All Together
Grade Book and Checklists
Conclusion
10. More Grading Issues
Grading Systems
Grading Exceptional Students
Computer Grading Programs
Calculating Grade Point Averages
Other Legal Issues
Grading Policy
11. Communicating Student Achievement to Others
Report Cards
Expanded-Format Reporting
Informal Communications
Student-Involved Conferencing
Summary
12. The Way Ahead
De-emphasizing Traditional Grades
Demystifying the Entire Grading Process
Focusing on the Process of Learning
Focusing on the Progress of the Individual Student
Summary
Recommendations
What's My Thinking Now?
Appendix I: Glossary
Appendix II: Guidelines for Grading in Standards-Based Systems
Appendix III: A Proposed Grading Policy
Bibliography
Additional Resources
Index
Preface
Acknowledgments
About the Author
Introduction
What Grading Terminology Is Needed?
What Is the Context of Grading?
Constructivist Theories of Learning
How Do These Concepts Affect Assessment?
Why Grade?
What Are the Underlying Perspectives on Grading?
Grading Practices and Guidelines
Grading Issues
1. Linking Grades
Guideline 1
The Case of Michael's Amazing Passing Shop Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 1
2. Using Performance Standards
Guideline 2
The Case of Sally's Shocking Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 2
3. Grading Individual Achievement
Guideline 3
The Case of Rick's Mysterious Falling Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 3
4. Sampling Student Performance
Guideline 4
The Case of Heather's Grim Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 4
5. Changing Grades
Guideline 5
The Case of Anil's Amazing Improvement
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 5
6. Crunching Numbers
Guideline 6
The Case of Alexis' Absences
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 6
7. Quality Assessment and Keeping Records
Guideline 7
The Case of Brian's Boosted Grade
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 7
8. Communicating With Students About Grades
Guideline 8
The Case of Huan's Lunchtime Surprise
What's the Purpose of the Guideline?
What Are the Key Elements of the Guideline?
What's the Bottom Line?
What's My Thinking Now?
A Reflection on Guideline 8
9. Putting It All Together
Grade Book and Checklists
Conclusion
10. More Grading Issues
Grading Systems
Grading Exceptional Students
Computer Grading Programs
Calculating Grade Point Averages
Other Legal Issues
Grading Policy
11. Communicating Student Achievement to Others
Report Cards
Expanded-Format Reporting
Informal Communications
Student-Involved Conferencing
Summary
12. The Way Ahead
De-emphasizing Traditional Grades
Demystifying the Entire Grading Process
Focusing on the Process of Learning
Focusing on the Progress of the Individual Student
Summary
Recommendations
What's My Thinking Now?
Appendix I: Glossary
Appendix II: Guidelines for Grading in Standards-Based Systems
Appendix III: A Proposed Grading Policy
Bibliography
Additional Resources
Index