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Raise standards and improve learning for all students through equitable gradingGrading-one of the most important responsibilities of teachers with major implications for students' academic and life trajectories-is ironically also among the most enigmatic and frequently avoided topics in education. Although most teachers sense that common grading practices are often ineffective, there is limited understanding of how those practices can undermine effective teaching and harm students, particularly those historically underserved. It is long past due to implement grading practices that are more accurate, bias-resistant, and motivational, and which improve student learning, empower teachers, and transform classrooms as a result.In this newly updated edition of the best-selling Grading for Equity, Joe Feldman provides a valuable resource for anyone invested in grading and its impact on students' education, mental health, and future opportunities. Offering a research-based alternative to the status quo, this practitioner-friendly guide provides Extensive revisions that reflect how the pandemic and the Black Lives Matter movement shifted traditional grading systems New data from both academic research and classrooms that demonstrate the benefits of equitable grading for all students Clear approaches to implement equitable grading practices Updated information on several equitable grading practices, including proficiency scales A new concluding chapter that explores implementing equitable grading system-wide With a down-to-earth style driven by the author's own curiosity as a teacher, principal, district administrator, and university instructor, this book will invite and challenge you to think about how more equitable grading, when implemented effectively, creates a more rigorous, humane, and positive school experience for all.
List of contents
Acknowledgments
About the Author
Preface to the 2nd Edition
A Note About Language and Terminology
Prologue: Mallory's Dilemma
PART I: FOUNDATIONS
Chapter 1. What Makes Grading So Difficult to Talk About (And Even Harder to Change)
Chapter 2. A Brief History of Grading
PART II: THE CASE FOR CHANGE: HOW TRADITIONAL GRADING THWARTS EFFECTIVE AND EQUITABLE TEACHING AND LEARNING
Chapter 3. How Traditional Grading Stifles Risk-Taking and Supports the "Commodity of Grades"
Chapter 4. Traditional Grading Hides Information, Invites Biases, and Provides Misleading Information
Chapter 5. Traditional Grading Demotivates and Disempowers
PART III: EQUITABLE GRADING PRACTICES
Chapter 6. A New Vision of Grading
Chapter 7. Practices That Are Mathematically Accurate
Chapter 8. Practices That Are Mathematically Accurate (Continued)
Chapter 9. Practices That Value Knowledge, Not Environment or Behavior
Chapter 10. Practices That Value Knowledge, Not Environment or Behavior (Continued)
Chapter 11. Practices That Support Hope and a Growth Mindset
Chapter 12. Practices That "Lift the Veil"
Chapter 13. Practices That Build "Soft Skills" Without Including Them in the Grade
Chapter 14. Putting It All Together: Nick and Cathy
Chapter 15. Systemwide Grading Coherence
Epilogue: A Return to Mallory's School
Bibliography
Index
Report
We don t usually think of grading when talking about equity, but in Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms, Joe Feldman helps us see why grading is an integral part of an equity agenda. He shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. He reminds us that authentic assessment and transparent grading are essential parts of a culturally responsive classroom. This must-have book will help teachers learn to implement improved, equity-focused grading for impact. Zaretta Hammond 20230822
