Raise standards and improve learning for all students through equitable grading Grading-one of the most important responsibilities of teachers with major implications for students' academic and life trajectories-is ironically also among the most enigmatic and frequently avoided topics in education. Although most teachers sense that common grading practices are often ineffective, there is limited understanding of how those practices can undermine effective teaching and harm students, particularly those historically ...
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Raise standards and improve learning for all students through equitable grading Grading-one of the most important responsibilities of teachers with major implications for students' academic and life trajectories-is ironically also among the most enigmatic and frequently avoided topics in education. Although most teachers sense that common grading practices are often ineffective, there is limited understanding of how those practices can undermine effective teaching and harm students, particularly those historically underserved. It is long past due to implement grading practices that are more accurate, bias-resistant, and motivational, and which improve student learning, empower teachers, and transform classrooms as a result. In this newly updated edition of the best-selling Grading for Equity, Joe Feldman provides a valuable resource for anyone invested in grading and its impact on students' education, mental health, and future opportunities. Offering a research-based alternative to the status quo, this practitioner-friendly guide provides Extensive revisions that reflect how the pandemic and the Black Lives Matter movement shifted traditional grading systems New data from both academic research and classrooms that demonstrate the benefits of equitable grading for all students Clear approaches to implement equitable grading practices Updated information on several equitable grading practices, including proficiency scales A new concluding chapter that explores implementing equitable grading system-wide With a down-to-earth style driven by the author's own curiosity as a teacher, principal, district administrator, and university instructor, this book will invite and challenge you to think about how more equitable grading, when implemented effectively, creates a more rigorous, humane, and positive school experience for all.
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PLEASE NOTE, WE DO NOT SHIP TO DENMARK. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Please note we cannot offer an expedited shipping service from the UK.
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Fine. Trade paperback (US). Glued binding. 344 p. Contains: Illustrations. In Stock. 100% Money Back Guarantee. Brand New, Perfect Condition, allow 4-14 business days for standard shipping. To Alaska, Hawaii, U.S. protectorate, P.O. box, and APO/FPO addresses allow 4-28 business days for Standard shipping. No expedited shipping. All orders placed with expedited shipping will be cancelled. Over 3, 000, 000 happy customers.
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PLEASE NOTE, WE DO NOT SHIP TO DENMARK. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Please note we cannot offer an expedited shipping service from the UK.
I have taught American history at the middle school level for over twenty-five years. I have attended numerous workshops and/or have read numerous books and articles on how to (supposedly) improve my teaching. I have found these trainings to be of little to no value; the book Grading for Equity falls in the same category. In fact, this is the most absurd and insulting book I have ever read in all the years I have been teaching. While the author means well (as most progressives do) his ideas are not consistent with the real world of school and the real world of work that our students will eventually reach. He advocates that students should have multiple attempts at assessments. True, there are many situations in which a second opportunity is presented. However, there are many situations (such as the track and field events in the Olympic Games) in which there are no second chances. He also advocates that if students cheat on homework, they should not be punished but have another opportunity to do the work correctly. Really? If I cheated on renewing my teaching certificate, would I still be employed? The author says that teachers should not grade the punctuality of student work, just the quality of the work. Seriously? What would happen if I renewed my teaching certificate past the due date? I could only stomach this book for about twenty minutes at a time before my frustration level caused me to do something else.
I read this book as part of a workshop facilitated by my building principal. If you are reading this book or this review, you are likely in a similar situation. This book is further proof of the weakness of our public school system and its suggestions will do nothing to improve student success. This is because student success is based more on the family situation at home, not what teachers do in the classroom; I can say this because I see that my higher-performing students come from intact families--this is not a criticism, this is an observation.
In closing, I do want to say that the author does bring up some good points. He states that grades should be based on academic performance, not behavior; in other words, a student's grade should not be affected because he or she brought tissue for the class or if he or she is tardy. I am in complete agreement. He also maintains that grades should be transparent and calculated within the system--I completely agree. He is also not supportive of extra credit--I agree with this as well. Even so, the overall message of this book (go easy on grades) and its ideas fly in the face of the twenty-five-plus years of experience I have in the classroom. And, Julius Caesar said that experience is the teacher of all things.