This is the last — for now, at least — “The Best…” list in my student assessment series (though, of course, I’ll be adding new resources to each of them on an ongoing basis).
Here are the previous posts in the series:
This is sort of a “catch-all” post for various posts I’ve made on student assessment that don’t quite fit into the other lists, but the emphasis is on what we all have to do in our classrooms — give students grades:
Response: Several Kinds Of Grading Systems is one of my Education Week Teacher posts.
‘The Grading System We Need to Have’ is Part Two in that Ed Week series.
I have some issues with the ASCD article, Starting the Conversation About Grading, but the “Which Do You Believe?” chart at the end is useful.
Finding Your Grading Compass is by Carol Ann Tomlinson.
Five Obstacles to Grading Reform is by Thomas R. Guskey.
Why Teachers Secretly Hate Grading Papers is from The Atlantic.
The Case Against Grades is from Slate.
Increasing Student Engagement By Grading Backwards is from TeachThought. I’m not that thrilled with the idea that it suggests — I think it promotes extrinsic motivation even more than the typical grading system. However, it is an innovative concept.
5 Point Free Assessment Strategies is from A Fine Balance.
The Spirit of SBG is by Frank Noschese.
— Larry Ferlazzo (@Larryferlazzo) December 31, 2013
— Larry Ferlazzo (@Larryferlazzo) January 9, 2014
— Frank Noschese (@fnoschese) January 9, 2014
It’s Time to Stop Averaging Grades is by Rick Wormeli.
— Craig Kesselheim (@ckesselheim) February 11, 2014
— Larry Ferlazzo (@Larryferlazzo) January 25, 2014
— Tamra Dollar (@TamraDollar) February 12, 2014
Grading Exceptional Learners: This five-step model provides fair and accurate grades for students with disabilities and English language learners is by Lee Ann Jung and Thomas R. Guskey.
What’s in a Grade? is from Ed Week.
Why Girls Tend to Get Better Grades Than Boys Do is a report in the Atlantic about some new research, and actions taken in response to it. I don’t think it shares anything that most teachers don’t know already, but the actions are interesting — and it can’t hurt to have research to back up what you know if you want to do something about it.
Feedback, including suggestions of additional resources, is welcome.
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