Add to ORKGMost teachers base students\u27 grades on more than one factor. The difficulty is figuring out how to weight and combine the different pieces that go into the final mark. Mr. Guskey suggests a system that not only avoids those problems but gives a better overall picture of a student\u27s performance than the traditional single letter grade
The fundamental purpose of formal schooling is simple: learning. As an extension, the purpose of ass...
This exploratory case study examined the experiences of high school teachers who made sense of and e...
This descriptive, non-experimental, quantitative study was designed to answer the broad question, “W...
When reporting on student work, educators need a clear, comprehensive grading system that shows how ...
Grades are perhaps the most widely used and universally accepted representation of a student\u27s ac...
Grades have long been identified by those in the measurement community as prime examples of unreliab...
Although the debate over grading and reporting practices continues, today we know which practices be...
For over one hundred years, students’ academic progress has been reported in the form of grades. Thr...
Decades of research suggest that grading practices vary widely among American K-12 classroom teacher...
This research replicates the work of Starch and Elliot (1912) by examining the reliability of the gr...
It’s time to abandon grading scales that distort the accuracy, objectivity, and reliability of stude...
Summative assessments in classrooms typically result in teacher assigned grades. Grades are well kno...
Historically, across the research on teacher grading and marking practices, in comparison to standar...
Historically, teacher-assigned grades have been seen as unreliable subjective measures of academic k...
High school officials should consider alternative perspectives on grading in light of increasing stu...
The fundamental purpose of formal schooling is simple: learning. As an extension, the purpose of ass...
This exploratory case study examined the experiences of high school teachers who made sense of and e...
This descriptive, non-experimental, quantitative study was designed to answer the broad question, “W...
When reporting on student work, educators need a clear, comprehensive grading system that shows how ...
Grades are perhaps the most widely used and universally accepted representation of a student\u27s ac...
Grades have long been identified by those in the measurement community as prime examples of unreliab...
Although the debate over grading and reporting practices continues, today we know which practices be...
For over one hundred years, students’ academic progress has been reported in the form of grades. Thr...
Decades of research suggest that grading practices vary widely among American K-12 classroom teacher...
This research replicates the work of Starch and Elliot (1912) by examining the reliability of the gr...
It’s time to abandon grading scales that distort the accuracy, objectivity, and reliability of stude...
Summative assessments in classrooms typically result in teacher assigned grades. Grades are well kno...
Historically, across the research on teacher grading and marking practices, in comparison to standar...
Historically, teacher-assigned grades have been seen as unreliable subjective measures of academic k...
High school officials should consider alternative perspectives on grading in light of increasing stu...
The fundamental purpose of formal schooling is simple: learning. As an extension, the purpose of ass...
This exploratory case study examined the experiences of high school teachers who made sense of and e...
This descriptive, non-experimental, quantitative study was designed to answer the broad question, “W...