Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years. Here is the first serious look at the issue, written to provide all those involved especially teachers with a coherent and thoughtful framework.
Guskey and Bailey offer four pillars of successful grading and reporting systems:
Communication is the primary goal of grading and reporting Grading and reporting are integral parts of the instructional process Good reporting is based on good evidence Creating change in grading and reporting requires creating a multi-faceted reporting system
Written to help readers develop a deeper and more reflective understanding of the various aspects of the subject, Thomas Guskey and Jane Baileys work brings organization and clarity to a murky and disagreement-filled topic.
Here is a practical and essential guide for teachers, administrators or anyone concerned with understanding and implementing best practices in grading and reporting systems.
| Series Editors' Introduction |
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ix | |
| About the Authors |
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xi | |
| Introduction |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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Our Organizational Scheme |
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3 | (2) |
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5 | (1) |
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6 | (3) |
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Defining the Impetus for Change |
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9 | (15) |
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Developments That Compel Change in Grading and Reporting |
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10 | (1) |
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Standards for Teacher Competence |
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11 | (2) |
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13 | (1) |
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14 | (1) |
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Teachers' Perceptions of Grading and Reporting |
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15 | (1) |
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Sources of Teachers' Grading and Reporting Practices |
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16 | (1) |
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Student's Perceptions of Grading and Reporting |
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17 | (2) |
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The Points-Driven Academic Economy of Classrooms |
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19 | (1) |
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Parents' Perceptions of Grading and Reporting |
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20 | (2) |
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Parents' Perceptions of Teachers |
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22 | (1) |
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23 | (1) |
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Exploring the History of Grading and Reporting |
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24 | (6) |
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25 | (1) |
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Problems With Subjectivity in Grading |
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26 | (1) |
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Modern Grading and Reporting Systems |
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27 | (1) |
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The Effects of Grading on Students |
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28 | (1) |
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29 | (1) |
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Laying a Foundation for Change |
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30 | (14) |
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Grading and Reporting Are Not Essential to Instruction |
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30 | (2) |
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Grading and Reporting Require Subjective Judgments |
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32 | (1) |
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Bias Must Be Avoided in Grading and Reporting |
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33 | (1) |
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Grades Have Some Value as Rewards, But No Value as Punishments |
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34 | (2) |
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Grading and Reporting Should Be Done in Reference to Learning Criteria |
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36 | (3) |
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Alternative Strategies for Selecting Valedictorians |
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39 | (1) |
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Clarifying Learning Criteria |
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40 | (3) |
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43 | (1) |
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Building a Grading and Reporting System |
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44 | (20) |
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Problems in Grading and Reporting Reform |
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44 | (1) |
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The Basis of Good Reporting Is Good Evidence |
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45 | (5) |
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The Purposes of Grading and Reporting |
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50 | (2) |
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The Importance of a Reporting System |
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52 | (3) |
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55 | (1) |
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Sources of Grading and Reporting Evidence |
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56 | (5) |
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Relating Evidence to Purpose |
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61 | (2) |
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63 | (1) |
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Grading and Reporting Methods I: Letter Grades, Percentage Grades, and Other Categorical Grading |
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64 | (19) |
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65 | (5) |
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Plus and Minus Letter Grades |
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70 | (4) |
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74 | (3) |
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77 | (5) |
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82 | (1) |
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Grading and Reporting Methods II: Standards-Based, Pass/Fail, Mastery Grading, and Narratives |
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83 | (26) |
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84 | (9) |
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93 | (3) |
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96 | (7) |
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103 | (5) |
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108 | (1) |
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Grading and Reporting for Students With Special Needs |
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109 | (19) |
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Students With Disabilities |
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109 | (13) |
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Students Who Are English Language Learners (ELLs) |
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122 | (3) |
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Students Considered Gifted or Talented |
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125 | (2) |
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127 | (1) |
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Special Problems in Grading and Reporting |
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128 | (19) |
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128 | (6) |
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134 | (1) |
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135 | (4) |
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Questionable Grading Practices |
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139 | (6) |
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145 | (2) |
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147 | (26) |
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Developing a Model Reporting Form |
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147 | (8) |
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Using Checklists and Rubrics to Evaluate Students' Performance |
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155 | (4) |
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Communicating Information on Self-Assessment and Goal Setting |
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159 | (2) |
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Special Comment Sections and Parent Reports to School |
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161 | (4) |
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Reports of Special Services |
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165 | (1) |
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Reports on Physical Growth |
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165 | (1) |
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Secondary Level Reporting Forms |
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166 | (2) |
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Combining Methods of Reporting |
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168 | (1) |
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Format, Organization, and Graphic Layout |
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168 | (1) |
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Encouraging Input in the Design Process |
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169 | (1) |
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Consistency in Reporting Forms |
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170 | (1) |
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171 | (1) |
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172 | (1) |
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Guidelines for Developing Effective Reporting Systems |
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173 | (22) |
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The Importance of Purpose |
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173 | (2) |
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The Challenge of Communication |
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175 | (1) |
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Tools for a Comprehensive Reporting System |
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175 | (16) |
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Guidelines for Better Practice |
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191 | (2) |
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193 | (2) |
| Resource A |
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195 | (3) |
| References |
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198 | (15) |
| Index |
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213 | |
Thomas R. Guskey, PhD, is Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicagos renowned Measurement, Evaluation, and Statistical Analysis (MESA) program, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. He is the author/editor of twenty-seven books and over three hundred articles published in prominent research journals as well as Educational Leadership, Kappan, and The School Administrator.
Dr. Guskey served on the Policy Research Team of the National Commission on Teaching and Americas Future, and on the task force to develop the National Standards for Professional Development. He was named a Fellow in the American Educational Research Association and was awarded the Associations prestigious Relating Research to Practice Award. He was also awarded Learning Forwards Outstanding Contribution to the Field Award and Phi Delta Kappans Distinguished Educator Award. Perhaps most unique, in the 158-year history of his undergraduate institution, Thiel College, he is one of only three graduates to receive the Outstanding Alumnus Award and be inducted into the Thiel College Athletic Hall of Fame.
His most recent books include Implementing Mastery Learning (2023), Instructional Feedback: The Power, the Promise, the Practice (with Smith & Lipnevich, 2023); Get Set, Go! Creating Successful Grading and Reporting Systems (2020), What We Know About Grading (with Brookhart, 2019), and On Your Mark: Challenging the Conventions of Grading and Reporting (2015). He may be contacted by email at guskey@uky.edu, Twitter at @tguskey, or at www.tguskey.com.
Jane Bailey grew up in Chelsea, Michigan, earned her bachelors and masters degrees at Michigan State University, and embarked on her career in public education teaching English and reading at Petoskey High School in Petoskey, Michigan. She went on to serve as high school principal in Alanson and Harbor Springs, Michigan; as staff development coordinator at the Char-Em Intermediate School District in Charlevoix, Michigan; and as director for curriculum and staff development for the Petoskey Public Schools, from which she retired in 2008. She was a nationally known education consultant, a gifted presenter, and co-author of three books on education. Bailey was admired by many as a role model and served as a mentor to numerous young educators. She was a dedicated wife, a proud mother, and the very best of friends. Her kindness, charm, keen sense of humor, and irrepressible spirit inspired everyone who knew her. She left the world a better place because of her passion for life, her dedication to public education, and her commitment to excellence in teaching.
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