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Livraison :
3,99 USD (environ 3,43 EUR) Economy Shipping.
Lieu où se trouve l'objet : Streetsboro, Ohio, États-Unis
Délai de livraison :
Estimé entre le mer. 13 août et le lun. 18 août à 94104
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Numéro de l'objet eBay :256844922102
Dernière mise à jour le 02 mai 2025 01:25:39 CEST. Afficher toutes les modificationsAfficher toutes les modifications
Caractéristiques de l'objet
- État
- ISBN
- 9781416620495
À propos de ce produit
Product Identifiers
Publisher
Association for Supervision & Curriculum Development
ISBN-10
1416620494
ISBN-13
9781416620495
eBay Product ID (ePID)
215349793
Product Key Features
Number of Pages
130 Pages
Publication Name
Rethinking Grading : Meaningful Assessment for Standards-Based Learning
Language
English
Publication Year
2015
Subject
General, Evaluation & Assessment, Teaching Methods & Materials / General, Testing & Measurement
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2015-009093
Dewey Edition
23
Dewey Decimal
371.27/2
Synopsis
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning-and significantly improve both teaching and learning., Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs ., After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content.
LC Classification Number
LB3060.37.V37 2015
Description de l'objet fournie par le vendeur
À propos de ce vendeur
Math McD The Charming Teacher
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