Elements of Grading: A Guide to Effective Practice (Second Edition) - how to begin a constructive, time-saving, evidence-based conversation about improving grading practices by Douglas Reeves

Elements of Grading: A Guide to Effective Practice (Second Edition) - how to begin a constructive, time-saving, evidence-based conversation about improving grading practices

Book Title: Elements of Grading: A Guide to Effective Practice (Second Edition) - how to begin a constructive, time-saving, evidence-based conversation about improving grading practices

Publisher: Solution Tree

ISBN: 1936763893

Author: Douglas Reeves


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Douglas Reeves with Elements of Grading: A Guide to Effective Practice (Second Edition) - how to begin a constructive, time-saving, evidence-based conversation about improving grading practices

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Effective teacher feedback is crucial to improving student achievement The author provides educators with practical suggestions for making the grading process more fair accurate specific and timely In addition to examples and case studies this edition offers a significant amount of new content including an exploration of how the Common Core State Standards and new technologies impact grading practices The quality of feedback students receive from their teachers is one of the most important factors in improving learning Elements of Grading A Guide to Effective Practice Second Edition addresses issues and controversies regarding the primary source of feedback for studentsgrades Author Douglas Reeves argues that effective grading practices must be FAST Fair Accurate Specific Timely In addressing these four essential criteria Elements of Grading does not offer an ultimate answer or perfect system but shows how to begin a constructive evidence based conversation about improving grading practices The second edition of Elements of Grading features a significant amount of new content including how the Common Core State Standards CCSS and new technologies impact grading practices and systems It promotes a new conversation about grading practices as evidence is clearly not enough to change opinions and promote change