Articles

20 Jun Teacher lawsuits over forced grade inflation won’t fix unfair grading – here’s what could

Posted at 16:24h in Articles

Research shows bias and inequity in grading is real.  Still, there are serious concerns with how grading works.  Report-card grades often don't accurately reflect how students perform on tests at the end of the year.  There are three proactive solutions and when they are implemented,...

Read More

20 Mar Every teacher grades differently, which isn’t fair

Posted at 18:11h in Articles

Most university teacher-education programs focus on curriculum and instruction, with less attention to assessment. My research has found that these programs do not talk about how actually to grade student work. In keeping with a long-held tradition in education, teachers also have, and like, the...

Read More

15 Jan Effective Grading Practices: Creating a Culture of Achievement

Posted at 19:18h in Articles

Stress happens. However, students in schools where a culture of achievement is the defining element are experiencing chronic stress that is threatening their well-being and ability to achieve academic success. Competing for Scholarships and class rank are common attributes of achievement-oriented cultures, where students prioritize...

Read More

10 Aug Is Standards-Based Grading Effective?

Posted at 17:39h in Articles

I’m excited to share our latest article, Is Standards-Based Grading Effective? attached. The article’s content specifically answers the question posed in the title, and you may be surprised by the answer. Since many of you are making the shift to standards-based grading (SBG) or working...

Read More

07 Apr What Teachers Really Want When It Comes to Feedback

Posted at 03:45h in Articles

New research points to five characteristics for effective feedback on instruction. Teachers today are bombarded with many different forms of feedback, but among all these forms of feedback, what do teachers find most valuable to their efforts to improve their interactions with students and their...

Read More

11 Feb Feedback for Teachers: What Evidence Do Teachers Find Most Useful?

Posted at 18:24h in Articles

Survey data from K-12 teachers involved in a pilot mastery learning program revealed that analyses of students’ errors on formative assessments were consistently rated the most useful in planning corrective instruction and in making instructional improvements. Mastery charts and summative assessment results were also considered...

Read More

14 May Are Your Grading Policies Legally Sound?

Posted at 13:42h in Articles

Virtual learning has given parents a much closer look into the classroom. Parents in many school communities over the past year have had direct, online access into their child’s day-to-day learning with the chance to monitor teachers’ lessons and to provide home support with assignments....

Read More

12 Dec How Traditional Grading Contributes to Student Inequalities…and How to Fix It

Posted at 14:54h in Articles

Grades have long been identified by those in the measurement community as prime examples of unreliable measurement (Brookhart, 1994; Stiggins, Frisbie, & Griswold, 1989). What one teacher considers in calculating students’ grades may differ greatly from another teacher (Guskey & Link, 2019; McMillan, 2001; McMillan, Myran,...

Read More

06 Mar The Forgotten Element of Instructional Leadership: Grading

Posted at 21:33h in Articles

Getting the school team coordinated on grading and reporting policies - and the purpose of grading - is too often overlooked in instructional leadership....

Read More

06 Feb Class Rank Weighs Down True Learning

Posted at 09:00h in Articles

Class rank weighs down true learning. Teaching and grading schemes that work to select the most talented students often fail to benefit all students and to notice promising students....

Read More