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Originally published by Solution Tree as Grading and Learning: Practices That Support Student Achievement.
Grades are imperfect, shorthand answers to “What did students learn, and how well?” In How to Use Grading to Improve Learning, best-selling author Susan M. Brookhart guides educators at all levels in figuring out how to produce grades—for single assignments and report cards—that accurately communicate students’ achievement of learning goals. Brookhart explores topics that are fundamental to effective grading and learning practices:
The book is grounded in research and resonates with the real lessons learned in the classroom. Although grading is a necessary part of schooling, Brookhart reminds us that children are sent to school to learn, not to get grades. This highly practical book will help you put grading and learning into proper perspective, offering strategies you can use right away to ensure that your grading practices actually support student learning.
PRINT: (ASCD book, 2017) 7" x 9", 180 pages
E-BOOK: (ASCD E-Book, 2016) PDF e-book accompanied by bonus MOBI and EPUB files for use on e-book readers like the Kindle and the Nook. See the e-book FAQ link for information about device compatibility.
Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence.
Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice.
Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together to gather evidence of learning. Using specific examples based on their extensive work with teachers, the authors provide strategic talking points and conversation starters to address common misconceptions about formative assessment; practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; ways to model the elements of formative assessment in conversations with teachers about their professional learning; "What if" scenarios and advice for how to deal with them; and questions for reflection to gauge understanding and progress.