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Rethinking Grading: Meaningful Assessment for Standards-Based Learning, by Cathy Vatterott
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Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process.
After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning.
Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements. Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.
- Sales Rank: #144863 in Books
- Published on: 2015-07-15
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 5.90" l, .36 pounds
- Binding: Paperback
- 131 pages
From the Inside Flap
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.
About the Author
Dr. Cathy Vatterott is an Associate Professor of Middle Level Education at the University of Missouri-St. Louis. During her career, she has been a junior high school teacher, a middle school principal, and a middle school parent. She is the author of over a dozen articles about education, published in such journals as the Middle School Journal, Schools in the Middle, Current Issues in Middle Level Education, and the New England League of Middle Schools Journal. Her first book, Academic Success through Empowering Students, was published by the National Middle School Association in 1999. Over the last 15 years, she has conducted workshops for hundreds of middle school teachers and principals, and has been a frequent presenter at the National Middle School Association's Annual Conference. She has developed an NCATE-approved university program for middle school certification at the University of Missouri-St. Louis and has prepared pre-service middle school teachers for over 10 years. She and her university students continue to work on-site with a student-focused middle school which serves as their Professional Development School. On a broader note, she is considered to be a national expert on the topic of K-12 homework, her latest research interest. She has presented her homework research to over 3000 educators and parents in the United States, Canada, and Europe, and has been interviewed as a homework expert by newspapers, magazines, television, and radio.
Most helpful customer reviews
3 of 3 people found the following review helpful.
Very informative
By Mena
I really hope that many teachers and parents read this book. It explains very well the undeniable benefits of standard-based grading. The sbg will help all students of all levels in many ways. As humans, we are very different from each other, which means that we learn differently. The sbg will help with this matter, to benefit mainly our students (and teachers too because it is satisfactory to know our students are learning for real), which will in the end benefit our society as well by producing highly capable professionals. A must read.
2 of 2 people found the following review helpful.
A Helpful Resource !
By Dr. Joseph S. Maresca
"Rethinking Grading" by Vatterott is an important contribution to the idea of developing meaningful metrics. The author discusses the need to teach higher order applications, student independent learning, solving complex problem sets and enabling mastery.
The idea of learning through experimentation and errors is promoted so that students can handle complexity and deep thinking. More pre-testing is recommended to refine teaching methodologies and probe for areas where learning can be bolstered or enhanced. A corollary is that standardized grading has its origins in quality feedback. Learning transfer is an area only tangentially covered by the author. Yet, this item is critical to understanding pre-requisites completely for the next sequential course.
A standard ELA test should require a writing sample, several paragraphs of reading, simple logic, synonyms, antonyms and not much else. The idea is to assess students quickly without engendering a lot of resistance to the testing itself. Ultimately, the objective is to determine whether or not everyone qualifies to advance to the next grade.
Another important aspect is identifying the matter of the test. Testing should be geared to the recommended grade-appropriate readings issued by the Public Libraries throughout the United States. Generally speaking, librarians set the reading goals and issue publicized lists of books appropriate for each grade level.
A related aspect concerns the texts issued by the largest educational publishers. It's the publishers that control the required readings and problem sets of the students. If students aren't doing enough critical thinking problems, then the publishers must create textbooks which reflect relevant critical thinking problem sets throughout.
Overall, "Rethinking Grading" is a helpful educational resource.
Pre-Kindergarten Gold
3 of 4 people found the following review helpful.
Thank you for this wonderful book. For a district who has been implementing ...
By Bob Crumley
More clearly and concisely than anywhere else I’ve seen you’ve captured and articulated the differences
between traditional grading (and much more) and what we call Performance Based grading. Thank you for
this wonderful book. For a district who has been implementing our Performance Based system for 20 years,
this resource will help our entire team revisit some of the early difficult conversations through which we
struggled to set our Shared Purpose. Your book will strengthen our continuous improvement process and
ultimately our capacity to help each student. The examples you’ve included are most helpful as well.
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