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Category : Higher Education
Table of Contents
Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Chapter 1: Setting the Stage. . . . . . . . . . . . . . . . . . . 1
Key Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Purpose(s) for Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Underpinning Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Fairness.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Objectivity and Professional Judgment . . . . . . . . . . 12
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The 15 Fixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 2: Fixes for Practices
That Distort Achievement . . . . . . . . . . . . . . . . . . . . 17
FIX 1: Don’t include student behaviors (effort, participation,
adherence to class rules, etc.) in grades;
include only achievement . . . . . . . . . . . . . . . . . . . . . . . 19
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
FIX 2: Don’t reduce marks on “work” submitted
late; provide support for the learner . . . . . . . . . . . . 26
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
FIX 3: Don’t give points for extra credit or use
bonus points; seek only evidence that more work
has resulted in a higher level of achievement . . . . . . . . 31
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
FIX 4: Don’t punish academic dishonesty with
reduced grades; apply other consequences and
reassess to determine actual level of achievement. . . . 36
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
FIX 5: Don’t consider attendance in grade
determination; report absences separately. . . . . . . . . . 43
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
FIX 6: Don’t include group scores in grades;
use only individual achievement evidence. . . . . . . . . . . 46
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Chapter 3: Fixes for Low-Quality
or Poorly Organized Evidence. . . . . . . . . . . . . . . . . 51
FIX 7: Don’t organize information in grading
records by assessment methods or simply summarize
into a single grade; organize and report
evidence by standards/learning goals . . . . . . . . . . . . . 53
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
FIX 8: Don’t assign grades using inappropriate or
unclear performance standards; provide clear
descriptions of achievement expectations. . . . . . . . . . . 61
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
FIX 9: Don’t assign grades based on student’s
achievement compared to other students;
compare each student’s performance to
preset standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
FIX 10: Don’t rely on evidence gathered using
assessments that fail to meet standards of
quality; rely only on quality assessments. . . . . . . . . . . 75
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Chapter 4: Fixes for Inappropriate
Grade Calculation . . . . . . . . . . . . . . . . . . . . . . . . . . 79
FIX 11: Don’t rely only on the mean; consider
other measures of central tendency and use
professional judgment . . . . . . . . . . . . . . . . . . . . . . . . . 81
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
FIX 12: Don’t include zeros in grade determination
when evidence is missing or as punishment;
use alternatives, such as reassessing to determine
real achievement or use “I” for Incomplete or
Insufficient Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Chapter 5: Fixes to Support Learning . . . . . . . . . . . 93
FIX 13: Don’t use information from formative
assessments and practice to determine
grades; use only summative evidence . . . . . . . . . . . . . 95
Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
FIX 14: Don’t summarize evidence accumulated over
time when learning is developmental and will grow with time
and repeated opportunities; in those instances, emphasize
more recent achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
FIX 15: Don’t leave students out of the grading process .
Involve students; they can–and should–play key roles in
assessment andgrading that promote achievement . . . . . . . . . . . . . . .111
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Chapter 6: Summary and Reflection . . . . . . . . . . . .115
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
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