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November 2011Effective Grading Practices
November 2011 | Volume 69 | Number 3
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Marge Scherer
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Susan M. Brookhart
At the heart of the matter: What are the purposes of grading?
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Thomas R. Guskey
How to surmount the tyranny of tradition and bring thoughtful change to an established practice.
Rick Wormeli
Why allowing retakes is worth the trouble and practical tips for managing them.
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Alfie Kohn
We should abolish all grades as antithetical to learning, the author argues.
Robert J. Marzano and Tammy Heflebower
Four best practices for schools that want to implement a standards-based grading system.
Ken O'Connor and Rick Wormeli
Problems with—and practices for—making grading accurate, consistent, and meaningful.
Douglas Fisher, Nancy Frey and Ian Pumpian
An urban secondary school refines its intervention efforts by focusing on competencies.
Spencer J. Salend
How to improve teacher-made tests—from writing clearer directions to organizing test items.
Cathy Vatterott
Well-designed homework can help students master content and do well on assessments.
Jeffrey A. Erickson
A faculty decides that protocols for late work, retests, and evaluating nonacademic factors should be the same for all.
Myron Dueck
A history teacher recounts how he helped his students answer the familiar question, "How am I doing?"
Douglas B. Reeves
How to reframe the debate to encourage feedback and garner support for meaningful change.
Reviews, research, and relevant reads.
Bryan Goodwin
Today's high school grades are not what they once were.
Robert J. Marzano
Use thought experiments to explore cause and correlation.
Thomas R. Hoerr
Tips from folks at the pancake house.
Carol Ann Tomlinson
Some hard-earned conclusions about what grades should reflect.
Dina Strasser
Look up any concept in this book, and you can be sure it will come under heavy fire.
Find readers' stories, and contribute your own response to an upcoming question.
News and resources from ASCD.
Abbi Roehrborn, Rhonda Opelt and Chad Hanson
Three teachers together revamp their tests to reward mastery.
Lissa Pijanowski
A Georgia district coordinates a differentiated grading system for elementary, middle, and high school students.
Laurie Amundson
A math teacher transforms her assessment system and finds that her students learn more.
Teresa K. Preston
This month's video clip from the PD Online course Formative Assessment: Deepening Understanding shows how a teacher guides students to self-assess their work.
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