Aim for a target-based grading system and create stronger learning opportunities!
As grading, assessment, and reporting continue to be a relevant topic of discussion, this book creates a functional plan to move standards-based grading practices forward in schools. Teachers and teacher leaders will learn how to assess, grade, and report against specific learning targets rather than standards as a whole. Grounded in application to provide focus and clarity, this book features:
- Case studies of schools that have incorporated target-based assessment, feedback, grading, and reporting
- Practical examples to guide implementation
- Questions, checklists, illustrations, and audits of practice to showcase the work in action
"Student learning and classroom environments are changing, so why not standards-based grading? This book encourages change to target-based grading and asks the 'why not?'"
-- Tara McGuigan, Vice Principal"
Grading for Impact is a simple and straightforward guide to re-thinking grading based on mastery of specific skills and concepts rather than broadly-written standards. Real-world examples of teachers struggling with--and answering--the old questions are included: "How do we grade fairly and accurately?" and "How do we use grades as an instructional strategy?""
-- Joseph Staub"Many stakeholders agree that report cards aren't enough to show what our students are learning in school, but changing the traditional grading system is a task that requires careful planning and challenging discussions.
Grading for Impact shows educators how to start and plan the discussions that will result in genuine learning experiences for students."
-- Ernie Rambo, Virtual Learning Community Coordinator"The unique contribution of Tom Hierck and Garth Larson's
Grading for Impact to the existing compendium of published books on standards-based grading is its tighter focus on what the authors refer to as 'target-based' assessment and grading vs. standards-based grading. Learning targets, smaller 'chunks' of a larger standard, provide teachers and students with sharper clarity. When learning targets are explicit, teachers are able to keep instruction and assessment tightly focused on those targets and adjust their ongoing instruction-based on assessment evidence-as needed, and students are able to adjust their learning strategies based on the assessment-elicited feedback they receive. This makes grading and reporting much more meaningful, because an individual student's performance is directly related to specific learning expectations so that both teacher and student can determine 'next steps' in the learning journey. Hierck and Larson carefully present the rationale for target-based assessment and grading and then lay out a 'how-to roadmap' that any school system can successfully follow to implement these powerful ideas.
" -- Larry Ainsworth, Educational Consultant and Author"The 'make or break it' for a practitioner book, however, is 'can the reader now proceed with confidence in implementing the concept or process in his/her school, district, or system.' Seriously, no book I have ever read has been this clear. But, of even more ultimate significance is admonishing the reader not to take the "short cut" of 'borrowing' the examples, forms, etc provided in the book. You effectively interspersed 'gentle warnings' at key points. AND, you made clear the reasons for doing the work locally - the ever-important "buy in" and honoring 'context.'"
-- Karen Tichy, EdD, Assistant Professor of Educational Leadership
Understanding the Purpose of this Book
Broad History of Assessment (Of, For, As)
Intended Purpose and Audience (Why, How and What Next)
Embedded Case Study Within This Book
Year 1 of Grading for Impact Discussions in Winneconne, WI
After Year 2 of Grading for Impact Discussions in Winneconne, WI
After Year 4 of Grading for Impact Discussions in Winneconne, WI
After Year 5 of Grading for Impact Discussions in Winneconne, WI
Chapter 1: Introduction and Rationale for Grading Reform Through Target-Based Assessment, Grading, and Reporting
What is Target-Based Assessment, Grading, and Reporting?
How is Target-Based Assessment and Grading Different From Standards-Based Assessment and Grading?
What is Target-Based Reporting?
Why Target-Based Assessment, Grading, and Reporting
Grades That Are Supportive of Learning
Chapter 2: Key Characteristics When Grading for Impact
Components of Target-Based Assessment, Grading, and Reporting Systems
How to Gather Evidence of Learning?
Data Supporting Increases in Student Learning
Challenges with Target-Based Assessment, Grading, and Reporting
How Target-Based Assessment and Grading Was Born in Winneconne, Wisconsin
Winneconne Community School District (WI) Case Study (The HOW)
A Simplified Process for Target-Based Assessment, Grading, and Reporting in Collaborative Teams (How to Actually Do This Work)
Chapter 3: Prioritizing Instruction: Building from the Standards to Determine Your Targets
A Process for Prioritizing Instruction and Standards (from the 13 steps to target-based grading)
Chapter 4: Building High Quality Learning Targets Based on Prioritized Standards
A Process for Writing Clear Learning Targets
Elementary Learning Target Examples
Middle School Learning Target Examples
High School Learning Target Examples
Chapter 5: Organizing Learning Targets in a Target-Based System
Proficiency Scales vs. Proficiency Targets?
Chapter 6: Building High Quality Assessments Aligned to Learning Targets
Using Assessment as Evidence Gathering
A Different Way of Thinking About Assessment (Hiring Committees)
Chapter 7: Providing Feedback and Aligning Reassessment
Designing Units of Instruction
Design Learning-Target Specific Units of Instruction
Chapter 8: Communicating Achievement in a Target-Based Grading System
Purposes of Grading and Reporting
Frequency of Reporting
Example of PAW in Mastery Connect
Number Of Pages: 168
Published: 28th June 2018
Publisher: SAGE Publications Inc
Country of Publication: US
Dimensions (cm): 27.31 x 21.59
Weight (kg): 0.48
Edition Number: 1