grading and marking (students)

A guide to rubrics for teachers in higher education, through the graduate level, explaining what rubrics are, their basic components, and how they can be used as grading and instructional tools, and including sample rubrics, as well as information on how to construct them.

"[Argues that] traditional grading procedures are no longer applicable due to vast changes in pedagogy and assessment. While K12 teachers and administrators may feel hesitant about moving away from past practices or making profound changes in grading, and while it may be challenging, a change in mindset is essential for effective instruction and assessment. A standards-based mindset is needed to reshape the traditional grading paradigm. To help readers develop standards-based mindsets about grading, Schimmer proposes a grading paradigm based on a new approach to reporting student achievement. He then presents educators with steps they can actively take to positively alter grading and reporting in their classrooms."--Provided by publisher.

Discusses grading challenges in a standards-based education system, and explores ways for teachers to assign fair grades for English language learners and students with special needs, influential legal issues, report card grades, consistency, and other related topics.

Asserts the need to align grading and reporting practices to better reflect what students are learning in grades kindergarten through grade twelve.

Discusses methods for observing and describing young childrens' work; considers protocols for examining and providing feedback to teachers on students' work and the instructional context for the work; and explores some of the important contexts and resources that support collaborative inquiry and reflection.

Describes two protocols developed to help educators collaboratively examine student work, provides real school examples of such collaboration, and includes a list of further resources.