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Grading for equity : what it is, why it matters, and how it can transform schools and classrooms / Joe Feldman.

By: Publisher: Thousand Oaks, California : Corwin, a SAGE publishing company, 2019Edition: First editionDescription: xxviii, 266 pages ; 26 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1506391575
  • 9781506391571
Subject(s): LOC classification:
  • LB3051 .F44 2019
Contents:
Acknowledgments; Prologue: Mallory's Dilemma; Part I: Foundations; Chapter 1. What Makes Grades So Difficult to Talk About (And Even Harder to Change)?; Chapter 2. A Brief History of Grades; Part II: The Case for Change: How Traditional Grading Thwarts Effective and Equitable Teaching and Learning; Chapter 3. Traditional Grading Stifles Risk-Taking and Supports the "Commodity of Grades"; Chapter 4. Traditional Grading Hides Information, Invites Biases, and Provides Misleading Information; Chapter 5. Traditional Grading Demotivates and Disempowers; Chapter 6. A New Vision of Grading; Part III: Equitable Grading Practices; Chapter 7. Practices that Are Mathematically Accurate; Avoid Zeros; Minimum Grading; 0-4 Scale; Chapter 8. Practices that Are Mathematically Accurate; Weight More Recent Performance; Grades Based on an Individual's Achievement, Not the Group's;
Chapter 9. Practices that Value Knowledge, Not Environment or Behavior; Grades Based on the Required Content of the Course, Not Extra Credit; Grades Based on Student Work, Not the Timing of the Work; Alternative (Non-Grade) Consequences for Cheating; Excluding "Participation" and "Effort"; Chapter 10. Practices that Value Knowledge, Not Environment or Behavior (Continued); Grades Based Entirely on Summative Assessments, Not Formative Assessments Such as Homework; Chapter 11. Practices that Support Hope and A Growth Mindset; Minimum Grading and 0-4 Scale (A Revisit); Renaming Grades; Retakes and Redos; Chapter 12. Practices that "Lift the Veil" on How to Succeed; Rubrics; Standards Scales and Tests Without Points; Standards-Based Gradebooks; Chapter 13. Practices that Build "Soft Skills" and Motivate Students Without Grading Them; Emphasizing Self-Regulation; Creating a Community of Feedback; Student Trackers; Chapter 14. Putting it All Together: Nick and Cathy; Epilogue: A Return to Mallory's School; Endnotes and Bibliography;

Includes bibliographical references and index.

Acknowledgments; Prologue: Mallory's Dilemma; Part I: Foundations; Chapter 1. What Makes Grades So Difficult to Talk About (And Even Harder to Change)?; Chapter 2. A Brief History of Grades; Part II: The Case for Change: How Traditional Grading Thwarts Effective and Equitable Teaching and Learning; Chapter 3. Traditional Grading Stifles Risk-Taking and Supports the "Commodity of Grades"; Chapter 4. Traditional Grading Hides Information, Invites Biases, and Provides Misleading Information; Chapter 5. Traditional Grading Demotivates and Disempowers; Chapter 6. A New Vision of Grading; Part III: Equitable Grading Practices; Chapter 7. Practices that Are Mathematically Accurate; Avoid Zeros; Minimum Grading; 0-4 Scale; Chapter 8. Practices that Are Mathematically Accurate; Weight More Recent Performance; Grades Based on an Individual's Achievement, Not the Group's;

Chapter 9. Practices that Value Knowledge, Not Environment or Behavior; Grades Based on the Required Content of the Course, Not Extra Credit; Grades Based on Student Work, Not the Timing of the Work; Alternative (Non-Grade) Consequences for Cheating; Excluding "Participation" and "Effort"; Chapter 10. Practices that Value Knowledge, Not Environment or Behavior (Continued); Grades Based Entirely on Summative Assessments, Not Formative Assessments Such as Homework; Chapter 11. Practices that Support Hope and A Growth Mindset; Minimum Grading and 0-4 Scale (A Revisit); Renaming Grades; Retakes and Redos; Chapter 12. Practices that "Lift the Veil" on How to Succeed; Rubrics; Standards Scales and Tests Without Points; Standards-Based Gradebooks; Chapter 13. Practices that Build "Soft Skills" and Motivate Students Without Grading Them; Emphasizing Self-Regulation; Creating a Community of Feedback; Student Trackers; Chapter 14. Putting it All Together: Nick and Cathy; Epilogue: A Return to Mallory's School; Endnotes and Bibliography;

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