Grading for equity : what it is, why it matters, and how it can transform schools and classrooms / Joe Feldman.
By: Feldman, Joe [author.]
Publisher: Thousand Oaks, California : Corwin, a SAGE Publishing Company, c2019Description: xxviii, 266 pages : illustrations (some color)Content type: text Media type: unmediated Carrier type: volumeISBN: 9781506391571 (pbk. : alk. paper)Subject(s): Grading and marking (Students) -- United States | Discrimination in education -- United States | Minority students -- Rating of -- United States | Educational equalization -- United StatesDDC classification: Grad 371.26013 LOC classification: LB3051 | .F44 2019Summary: "For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, "participation", and "effort"), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks"-- Provided by publisher.| Item type | Current location | Home library | Collection | Call number | Vol info | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|---|
| CIRCULATION BOOK | GRADUATE LIBRARY | GRADUATE LIBRARY CIRCULATION SECTION | NON-FICTION | Grad 371.26013 F312 2019 (Browse shelf) | 10244 | Available | 10244 |
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| Grad 371.207 E2611 2019 Beyond obsolete : how to upgrade classroom practice and school structure / | Grad 371.242 C976 2020 Curriculum design and lesson planning / | Grad 371.26 L377 2020 Authentic project-based learning in grades 4-8 : standards-based strategies and scaffolding for success / | Grad 371.26013 F312 2019 Grading for equity : what it is, why it matters, and how it can transform schools and classrooms / | Grad 371.272 R321 2020 Reducing teachers' marking workload and developing pupils' learning : how to create more impact with less marking / | Grad 371.3 M286 2019 50 teaching and learning approaches : simple, easy and effective ways to engage learners and measure their progress / | Grad 371.33 C444 2019 Design thinking for digital wellbeing theory and practice for educators / |
Includes bibliographical references and index.
"For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teachers' incorporate subjective and non-academic criteria into their grades (through criteria such as student attitude, "participation", and "effort"), and how approach to grading contributes to these same students' disproportionately high course failure rates and disproportionately low placement in advanced academic tracks"-- Provided by publisher.
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