How to Grade for Learning, K-12

'After using these concepts and procedures for the past four years, I would recommend O'Connor's approach to all teachers who believe that grades should clearly communicate actual student learning. For educators who want to make grades more meaningful and useful to students, parents, and teachers, this is the book to read'-Forrest Clark, Math Teacher , Nisqually Middle School, Lacey, WA 'O'Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation'-Patricia Schenck, Academic Program Coordinator, Educator Preparation , Gulf Coast Community College Academic assessment methods should help students grow and develop to their full potential. Many educators would agree, however, that traditional grading practices are incompatible with today's standards-based systems. This third edition of the best-selling How to Grade for Learning demonstrates how to improve grading practices by linking grades with standards and establishing policies that better reflect student achievement. Ken O'Connor updates his eight guidelines for good grading, explains the purpose and key elements of each guideline, and offers recommendations for practical applications. The book examines a number of additional grading issues, including grade point average calculation and the use of computer grading programmes. This thoroughly revised edition includes: - A greater emphasis on standards-based grading practices - Updated research and additions to the sections on feedback and homework - New sections on academic dishonesty, extra credit, and bonus points - Additional information on utilizing level scores rather than percentages - Reflective exercises - Techniques for managing grading time more efficiently An invaluable tool to help individual teachers assign grades that are accurate, meaningful, and supportive of learning, this book also makes an ideal staff development resource.

Table of Contents:
Foreword by Rick Stiggins Preface Acknowledgments About the Author Introduction What Grading Terminology Is Needed? What Is the Context of Grading? Constructivist Theories of Learning How Do These Concepts Affect Assessment? Why Grade? What Are the Underlying Perspectives on Grading? Grading Practices and Guidelines Grading Issues 1. Linking Grades Guideline 1 The Case of Michael′s Amazing Passing Shop Grade What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 1 2. Using Performance Standards Guideline 2 The Case of Sally′s Shocking Grade What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 2 3. Grading Individual Achievement Guideline 3 The Case of Rick′s Mysterious Falling Grade What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 3 4. Sampling Student Performance Guideline 4 The Case of Heather′s Grim Grade What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 4 5. Changing Grades Guideline 5 The Case of Anil′s Amazing Improvement What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 5 6. Crunching Numbers Guideline 6 The Case of Alexis′ Absences What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 6 7. Quality Assessment and Keeping Records Guideline 7 The Case of Brian′s Boosted Grade What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 7 8. Communicating With Students About Grades Guideline 8 The Case of Huan′s Lunchtime Surprise What′s the Purpose of the Guideline? What Are the Key Elements of the Guideline? What′s the Bottom Line? What′s My Thinking Now? A Reflection on Guideline 8 9. Putting It All Together Grade Book and Checklists Conclusion 10. More Grading Issues Grading Systems Grading Exceptional Students Computer Grading Programs Calculating Grade Point Averages Other Legal Issues Grading Policy 11. Communicating Student Achievement to Others Report Cards Expanded-Format Reporting Informal Communications Student-Involved Conferencing Summary 12. The Way Ahead De-emphasizing Traditional Grades Demystifying the Entire Grading Process Focusing on the Process of Learning Focusing on the Progress of the Individual Student Summary Recommendations What′s My Thinking Now? Appendix I: Glossary Appendix II: Guidelines for Grading in Standards-Based Systems Appendix III: A Proposed Grading Policy Bibliography Additional Resources Index

About the Author :
Ken O'Connor has been an independent consultant on assessment and evaluation from 1996 to present. He has been a staff development presenter and facilitator on assessment, grading and reporting in 33 states and 7 provinces and 5 countries outside North America. He was a keynote presenter at the EARCOS Teachers Conference in Bangkok in March 2003 and an institute presenter at AISA conferences in Cameroon, Tanzania and Zimbabwe in October 2005. His teaching career included experience as a geography teacher and department head at L'Amoreaux C.I. and Maplewood High School in Scarborough, Ontario, 1976-90, and teaching at four schools in Toronto and Melbourne, Australia (Grade 7 - 12) starting in 1967. Ken was a Curriculum Coordinator responsible for Student Assessment and Evaluation for the Scarborough Board of Education and then the Toronto District School Board from March 1990 to June 1999. He has also worked as a consultant on Secondary Assessment at the Ontario Ministry of Education. His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.

Review :
"Once again, Ken O′Connor has addressed one of the most emotional issues in education: grading. This book not only makes a compelling case for reformed grading practices, but also provides practical advice for the classroom teacher, school and system administrator, and policy maker at every level." "Unlike some books that are long on theory and short on implementation, this book combines convincing arguments and research with practical classroom procedures. Writing with the teacher in mind, O′Connor provides the detailed procedures and examples needed to implement standards-based grading in the classroom. After using these concepts and procedures for the past four years, I would recommend O′Connor′s approach to all teachers who believe that grades should clearly communicate actual student learning. For educators who want to make student grades more meaningful and useful to students, parents, and teachers, this is the book to read." "O′Connor not only provides readers with valuable information regarding the theory, context, and purpose of grading, he also includes practical strategies and solutions for classroom implementation." "O′Connor′s patient, methodical approach, along with realistic examples, gives the reader a road map to define and implement grades that are truly based on academic achievement." "O′Connor has raised the stakes and opened more thinking about grading with this third edition, updated for the critically thinking, research-based teacher of our increasingly diverse classrooms. O′Connor presents clear advice on grading homework, moving beyond points and percentages, grading academic dishonesty, grading cooperative learning groups, gradebook formats, dealing with zeroes and late work, students re-doing work, students′ self-assessments, what grades can and cannot reveal, and much more."