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How to Grade for Learning: Linking Grades to Standards
Formerly a SkyLight publication
O′Connor updates his eight models to assist teachers in designing and conducting grading practices that help students feel more in control of their academic success.
O′Connor updates his eight models to assist teachers in designing and conducting grading practices that help students feel more in control of their academic success.
296 pages, Paperback
First published November 1, 1998
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Displaying 1 - 5 of 5 reviews
July 17, 2011
Well... I skimmed a lot of it because it was trying to convince me of grading concepts that I already agree with. Examples; you shouldn't be grading things that don't actually test student skills and/or knowledge (fill-in-the-blank worksheets, copied class notes, etc.), and that you should provide assessments other than standardized tests.
One thing I didn't think about was minimizing the emphasis on assessments that are given early in a unit. O'Conner gave the example of learning to ride a bike. You wouldn't really grade someone on their knowledge of riding a bike the first or second time they got on one - you'd just give them feedback on how they can improve. I hadn't really thought about that before.
One of his big ideas is to only record the grades of summative assessments. Quizzes, mini-projects, and anything else done during the unit leading up to the summative assessment would be graded just to give students feedback as to how they can improve. None of it would actually make it to the gradebook. It's a radical idea that makes sense, but I feel like for my particular population of students, many won't do work if they feel like they won't get credit for it. I don't know... I don't want to have to pull teeth more than I already do.
With the new year staring up next week I think I'm going to modify my grading system for sure, but the problem is that O'Conner doesn't really give a lot of examples (templates) that I felt that I could use. I think that this book is great for sparking ideas, but a lot of work is left to the teacher.
One thing I didn't think about was minimizing the emphasis on assessments that are given early in a unit. O'Conner gave the example of learning to ride a bike. You wouldn't really grade someone on their knowledge of riding a bike the first or second time they got on one - you'd just give them feedback on how they can improve. I hadn't really thought about that before.
One of his big ideas is to only record the grades of summative assessments. Quizzes, mini-projects, and anything else done during the unit leading up to the summative assessment would be graded just to give students feedback as to how they can improve. None of it would actually make it to the gradebook. It's a radical idea that makes sense, but I feel like for my particular population of students, many won't do work if they feel like they won't get credit for it. I don't know... I don't want to have to pull teeth more than I already do.
With the new year staring up next week I think I'm going to modify my grading system for sure, but the problem is that O'Conner doesn't really give a lot of examples (templates) that I felt that I could use. I think that this book is great for sparking ideas, but a lot of work is left to the teacher.
March 3, 2009
This book is a great shift in teacher's perception of grading. It would demand that society shifts its thinking.
May 17, 2010
This book provides a great overview of current best practice in grading and reporting.
October 17, 2011
Condesending and disrespectful tone. Plus nothing I wasn't already doing. :(
July 24, 2016
Interesting ideas that would improve any current reporting system where students are valued as individuals and grades are connected to standards, assessing learning and showing growth.
Displaying 1 - 5 of 5 reviews