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Grading and Learning: Practices That Support Student Achievement
by:Susan M. Brookhart
In Grading and Learning: Practices That Support Student Achievement, author Susan M. Brookhart emphasizes that grades should reflect and help motivate learning, noting that the point of sending a child to school is for that child to learn, not to get a grade. This resource is full of well-put, common-sense statements such as this, which most educators...
In Grading and Learning: Practices That Support Student Achievement, author Susan M. Brookhart emphasizes that grades should reflect and help motivate learning, noting that the point of sending a child to school is for that child to learn, not to get a grade. This resource is full of well-put, common-sense statements such as this, which most educators know, but which many feel pressured to forego because of the manner in which they are expected to conduct assessment. Dr. Brookhart illustrates ways in which teachers can shift their practices to conduct accurate, constructive assessments that not only maintain the integrity of essential education objectives, but also motivate students and enhance learning.The author endorses grading on standards of achievement only not on attitude, behavior, or other nonachievement factors and provides twelve detailed strategies educators can use for grading individual assignments and giving report card grades in a way that supports self-assessment and goal setting for students and indicates to teachers the level of success of their instruction. Brookhart then provides an overview of the composition of state standards and the process used to determine them. She gives examples of how to translate these standards into curriculum goals and derive intended learning goals from them.Dr. Brookhart offers ideas for how educators can develop improved report cards and report card grading policies that accurately reflect and clearly communicate student achievement. Additionally, she recommends using informal formative feedback to monitor behavior and learning skills, and suggests reporting these skills on standards-based report cards using a separate indicator system, supporting these recommendations with a wide variety of credible resources and research.This teacher-friendly resource has a conversational tone and includes anecdotes from the author s own experiences as an educator to illustrate strategies for improvement in grading and learning. The author clearly defines for the reader the common terminology related to grading and assessment, and provides many concrete examples and scenarios that educators will find relatable, relevant, and effective in improving their assessment and reporting processes and supporting students motivation to learn.
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