Going Gradeless, Grades 6-12 - Naramore, Elise B; Frangiosa, David K
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Reform assessment, reduce stress, and strengthen learning Great things happen when students are able to focus on their learning instead of their scores. However, assessment reform, including standards-based grading, remains a hotly debated issue in education. Going Gradeless shows that it is possible to teach and assess without the stress of traditional grading practices. Sharing their successful shifts to alternate assessment and their perspectives as experienced classroom teachers, the authors show you how to remove the negative impacts of grades while still maintaining a high level of…mehr

Produktbeschreibung
Reform assessment, reduce stress, and strengthen learning Great things happen when students are able to focus on their learning instead of their scores. However, assessment reform, including standards-based grading, remains a hotly debated issue in education. Going Gradeless shows that it is possible to teach and assess without the stress of traditional grading practices. Sharing their successful shifts to alternate assessment and their perspectives as experienced classroom teachers, the authors show you how to remove the negative impacts of grades while still maintaining a high level of accountability. Readers will find concrete examples of how these approaches can be developed and applied, plus: - Sample assessments and rubrics - Student work samples from all grade levels - An accountability checklist - A review of collected data
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Autorenporträt
Elise Burns earned her MA in Curriculum and Teaching from Teacher's College and has been a science teacher for 30 years, teaching physics, chemistry, biology, math, and earth science. Her work is characterized by trying new technology and approaches in order to provide the best possible learning experience for kids. She has presented at conferences annually at either NSTA, ASCD, or NJSTA, with workshops on rubric design, inquiry, standards-based learning, project-based learning, writing CERs, and assessment design. David Frangiosa has spent 14 years as a high school science teacher. Over that time, he has been a driving force in many initiatives across multiple districts. Relying on his background in the medical field, he developed, wrote curriculum for, and taught two courses for a medical academy. As part of this initiative, high school students were placed in allied health internships at a local hospital. He also piloted a paperless classroom that led to a district-wide one-to-one program. Shortly after moving to his current district, David began conducting action research on grade reform and was the first person in the building to shift to an alternate assessment model. His district now has between 15-20% of the building experimenting with alternate assessment. As a result of this work, David was asked to be on a Growth Learning Assessment and Mindset (GLAM) committee. He has presented at ECET2Metro and the New Jersey Science Teachers Convention and has multiple sessions in the review process for the NSTA Regional Conference in Pittsburgh as well as an upcoming article for The Learning Professional.