Assessing students, not standards : begin with what matters most

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Title:

Author:

Jung, Lee Ann, author.

ISBN:

9781071920978

Personal Author:

Jung, Lee Ann, author.

Physical Description:

pages cm

Contents:

Introduction -- Part one: Purpose & culture -- A bigger purpose -- A culture of growth -- Part two: Priorities -- Broad transfer goals -- Content goals -- Part three: Assessment practices -- Many ways to show learning -- With them, not to them -- Rubric renovation -- Part four: Grading practices -- How not to grade -- Better progress reports (AKA report cards) -- Better transcripts -- Leading with courage.

Abstract:

"Researchers and practitioners have long been aware of the inadequacies of traditional grading and reporting systems and practices. Not only are they mathematically imprecise, subjective, and arbitrary but they are also inequitable. The rise of the standards movement coincided with growing interest in standards-based grading and report cards. Standards-based grading was framed as a healthy alternative to traditional (letter grade) systems in that they addressed what many see as the central purpose of grades and report cards: measuring and communicating what a student has learned. By measuring student progress with respect to specific competencies that have been derived from standards, we gain a far more granular understanding of what a student has (and has not) learned"-- Provided by publisher.

Subject Term:

Educational tests and measurements.

Grading and marking (Students)

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIESDN	1:GEN-BOOK	002215350	371.26 JUN	1	Searching... Unknown

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Summary

See beyond content standards to the broader context of life-changing skills.

The standards-based learning and grading movement of the past twenty years has ushered in a critical shift in assessment that demands clarity in both what is being measured and how well students are learning. Seeing the value in this evolution, a wave of schools has invested enormous effort to institutionalize the policy and practices of the movement. In doing so, many focused their initial efforts squarely on grading and fell short of the more important work-classroom assessment. There are important lessons in these missteps and failures.

This groundbreaking, "next generation" approach to classroom assessment challenges educators to reflect on the connections between growth, mastery, and student self-efficacy and to prioritize the transferable skills of metacognition and self-regulation in assessments. A powerful call-to-action, this guide includes:

A conceptual framework that guides the questions and order of assessment reform An approach to assessment, grading, and reporting that prioritizes student growth over a standard definition of success for everyone Strategies to develop metacognition and catalyze motivation in students Orientation to each chapter with learning intentions with success criteria Vivid case stories and prompts to power deep reflection

Underscoring the importance of learning environments that work for the full range of learning profiles, this book calls for a revolution in the narrative around assessment and grading, emphasizing the ultimate goal of nurturing students who are metacognitive, expert learners, motivated by the joy of learning.