It is no wonder that educators, parents and students are experiencing such significant cognitive dissonance surrounding evaluation and reporting. Informed standards-based grading and reporting today is different from the grading and reporting that educators used during the twentieth century, whether the issue is about assigning zeros, what counts as reliable and valid evidence or how teachers can get it all done—and done well—while still having a life.
Effective classroom assessment supports learning and leads to standards-based reporting that respects the structure of each unique subject area or discipline, that supports student learning and achievement, that communicates effectively with a range of audiences and that fulfills our required legal and regulatory responsibilities. There is no single right answer, but rather many right answers that reflect the discipline being taught and the ways of learning and knowing that students need to demonstrate.
The essential components of A Fresh Look at Grading and Reporting in High Schools both model and mirror effective practice: preparing for learning, teaching, and assessment; engaging students in assessment in support of their learning; and reporting the learning to others.
Step by step, this book describes how you can effectively work through complexity to something much, much better—that is, a powerful, practical, and informed standards-based grading and reporting process. This fresh look at grading and reporting arises from the important work of transforming classroom assessment.