As schools increasingly focus on standards-based educational
requirements, many educators face significant issues about
equitable grading policies for diverse student populations. This
edited volume distinguishes critical concerns around
standards-based grading from those less consequential and describes
the research base for each issue as it relates to grading and
reporting. Relating the research to implications for better
practice, the contributors offer specific suggestions for improving
grading policies and practices at the school and classroom levels.
Their insightful essays offer practical responses for serious
questions such as: - Why is grading inconsistent across states and
districts? - Why do students' report card grades and classroom
performance vary? - How can teachers assign fair and accurate
grades to students with special learning needs? - How can educators
assign fair and accurate grades to English Language Learners and
effectively communicate the meaning of those grades to parents or
guardians? - What are the legal issues that influence grading and
reporting policies in an era of high-stakes accountability?
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