Normal view MARC view ISBD view

Answers to essential questions about standards, assessments, grading, and reporting / Thomas R. Guskey, Lee Ann Jung.

By: Guskey, Thomas R.
Contributor(s): Jung, Lee Ann.
Material type: materialTypeLabelBookCall no.: EDUC LB 2013 629477Publication: Thousand Oaks, Calif. : Corwin Press, c2013Description: xvii, 155 p. : ill.ISBN: 9781452235240 (pbk.); 1452235244 (pbk.).Subject(s): Education -- Standards -- United States | Grading and marking (Students) -- United States
Contents:
Machine generated contents note: pt. I Standards -- 1.What Are Standards? -- 2.Are Standards a New Idea in Education? -- 3.Why Do Some People Oppose Standards? -- pt. II Assessments -- 4.What Is Assessment? -- 5.What Is the Difference Between Assessments and Tests? -- 6.What Is Formative Assessment? -- 7.Why Are Formative Assessments Important? -- 8.What Are Common Formative Assessments? -- 9.What Is Summative Assessment? -- 10.What Is High-Stakes Assessment? -- 11.What Are Instructionally Sensitive and Instructionally Insensitive Assessments? -- 12.How Do Assessments for Learning Differ From Assessments of Learning? -- 13.Do Formative Assessments Improve Student Learning? -- pt. III Grading
14.What Are Grades? -- 15.What Is the Purpose of Grading? -- 16.Are Grades Essential to Teaching and Learning? -- 17.Why Are the First Grades Assigned So Important? -- 18.Do Low Grades Prompt Students to Try Harder? -- 19.Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process? -- 20.What Is Wrong With Grading on the Curve? -- pt. IV Reporting -- 21.What Criteria Do Teachers Use in Assigning Grades? -- 22.What Is Standards-Based Grading and Reporting? -- 23.Why Do Some Parents Have Concerns About Standards-Based Grading and Reporting? -- 24.If Schools Implement Standards-Based Grading, Will the Grades Assigned to Students Likely Go Up or Down? -- 25.What Is the Most Important First Step in Implementing Standards-Based Grading? -- 26.What Is the Best Way to Inform Parents About Moving to Standards-Based Grading?
27.What Is the Best Way to Encourage Parents to Make Comments on the Report Card? -- 28.Will Standards-Based Grading Improve Student Learning? -- pt. V Grading and Reporting for Exceptional and Struggling Learners -- 29.Who Are Exceptional and Struggling Learners? -- 30.How Do We Assign Grades to Exceptional and Struggling Learners Who Require Modifications? -- 31.What Is the Difference Between Accommodations and Modifications? -- 32.How Do We Legally Report Grades for Exceptional and Struggling Learners on Report Cards and Transcripts? -- 33.Do High School Students Requiring Modifications Receive Course Credit Toward a Diploma? Do Modifications Make a Student Ineligible for Extracurricular Activities, Such as Interscholastic Athletics?.
Tags from this library: No tags from this library for this title. Log in to add tags.
    average rating: 0.0 (0 votes)
Item type Current location Collection Call number Status Date due Barcode Item holds
Book Book Boonchoo Treethong Library, Lampang Campus
General Stacks
General Books EDUC LB 2013 629477 (See Similar Items) Available 31379014376470
Total holds: 0

Includes bibliographical references and index.

Machine generated contents note: pt. I Standards -- 1.What Are Standards? -- 2.Are Standards a New Idea in Education? -- 3.Why Do Some People Oppose Standards? -- pt. II Assessments -- 4.What Is Assessment? -- 5.What Is the Difference Between Assessments and Tests? -- 6.What Is Formative Assessment? -- 7.Why Are Formative Assessments Important? -- 8.What Are Common Formative Assessments? -- 9.What Is Summative Assessment? -- 10.What Is High-Stakes Assessment? -- 11.What Are Instructionally Sensitive and Instructionally Insensitive Assessments? -- 12.How Do Assessments for Learning Differ From Assessments of Learning? -- 13.Do Formative Assessments Improve Student Learning? -- pt. III Grading

14.What Are Grades? -- 15.What Is the Purpose of Grading? -- 16.Are Grades Essential to Teaching and Learning? -- 17.Why Are the First Grades Assigned So Important? -- 18.Do Low Grades Prompt Students to Try Harder? -- 19.Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process? -- 20.What Is Wrong With Grading on the Curve? -- pt. IV Reporting -- 21.What Criteria Do Teachers Use in Assigning Grades? -- 22.What Is Standards-Based Grading and Reporting? -- 23.Why Do Some Parents Have Concerns About Standards-Based Grading and Reporting? -- 24.If Schools Implement Standards-Based Grading, Will the Grades Assigned to Students Likely Go Up or Down? -- 25.What Is the Most Important First Step in Implementing Standards-Based Grading? -- 26.What Is the Best Way to Inform Parents About Moving to Standards-Based Grading?

27.What Is the Best Way to Encourage Parents to Make Comments on the Report Card? -- 28.Will Standards-Based Grading Improve Student Learning? -- pt. V Grading and Reporting for Exceptional and Struggling Learners -- 29.Who Are Exceptional and Struggling Learners? -- 30.How Do We Assign Grades to Exceptional and Struggling Learners Who Require Modifications? -- 31.What Is the Difference Between Accommodations and Modifications? -- 32.How Do We Legally Report Grades for Exceptional and Struggling Learners on Report Cards and Transcripts? -- 33.Do High School Students Requiring Modifications Receive Course Credit Toward a Diploma? Do Modifications Make a Student Ineligible for Extracurricular Activities, Such as Interscholastic Athletics?.

There are no comments for this item.

Click on an image to view it in the image viewer

Open Library:

Thammasat University Library
2 Prachan Road, Phranakorn, Bangkok 10200
Tel: 662 613-3544 (Pridi Banomyong Library, Circulation Desk)
Tel: 662 564-4444 ext. 1305 (Puey Ungphakorn Library (Rangsit Campus), Circulation Desk)