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_a168760
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_a(OCoLC)ocm02576039;SER004491
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037 _n
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_bAssociation for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
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_aDLC
_dNIC;MnMULS;NSDP;InU;DLC;AIP;NSDP;AIP;OCoLC;InU;DNAL;NST;DNAL;DLC;DNAL;NST;DNAL;MH;CU-S;DNLM;OCoLC;CU-S;InU;NLGGC;CaQQL;RPB;NSDP
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_aEducational Leadership.
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_aSeven Reasons for Standards-Based Grading.
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_aWashington, D.C. :
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_bDepartment of Supervision and Curriculum Development, N.E.A.,
_c200846
300 _e
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_c24 cm.
_a70 - 74 p. :
_bill.
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_aMonthly.
_b
321 _a
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336 _b
_atext
_2rdacontent
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_aOctober 2008 / volume 66, number 2
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_aABSTRACT: Over the past three years, Patricia L. Scriffiny has transformed the grading system in her high school mathematics classroom by replacing the traditional points-based system with a standards-based system. Instead of assigning points for assignments, she lists student progress toward meeting clearly defined course objectives. In this article, Scriffiny offers seven reasons teachers should abandon the points-based system and adopt standard-based grading: 1. Grades have more meaning under this system. 2. The new system forces teachers to rethink the status quo on such thorny issues as homework. 3. Unlike other challenges schools face, grading is something teachers can control. 4. Standards-based grading reduces meaningless paperwork. 5. The system makes it easier for teachers to adjust instruction. 6. Students get a better understanding of how to measure quality. 7.) Standards-based grading can lead to other needed reforms.
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_xGrading
_aAssessment;Student assessment.;Report cards.;Teaching Methods
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_zHigh schools.;Educational Change
_yTeacher Responsibility
_2sears;sears0
_vStandards
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_aPatricia L. Scriffiny.
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_bDept. of Supervision and Curriculum Development.
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_aAssociation for Supervision and Curriculum Development.;National Education Association of the United States.
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_tEducational method;Curriculum journal
_w(OCoLC)6899051.;(DLC)a 41000686;(OCoLC)1565708.
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