Developing Standards-Based Report Cards

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Overview

Develop standards-based report cards that are meaningful to students, parents, and educators!

Although schools have moved toward standards-based curriculum and instruction, grading practices and reporting systems have remained largely unchanged. Helping school leaders gain support for transitioning from traditional to standards-based report cards, this book guides educators in aligning assessment and reporting practices with standards-based education and providing more detailed reports of children's learning and achievement.

A standards-based report card breaks down each subject area into specific elements of learning to offer parents and educators a more thorough description of each child's progress toward proficiency. This accessible volume:

  • Provides a clear framework for developing standards-based report cards
  • Shows how to communicate with parents, students, and other stakeholders about changes
  • Illustrates how to achieve grading consistency without increasing teachers' workloads or violating their professional autonomy

Filled with examples of standards-based report cards that can be adapted to a school's needs, this practical resource shows district and school administrators how to establish reporting practices that facilitate learning.

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Editorial Reviews

Melanie Goffen Horowitz
"This is a must-read for devoted Guskey-Bailey disciples! This latest addition to their collective wisdom provides clear measures for addressing the unique grading challenges of children with special education needs and children considered gifted or talented in the regular education classroom. Teachers who collaborate on students’ grades will find the recommended practices to be fair, logical, and an excellent way to communicate student learning."
Jeffrey Erickson
“Guskey and Baileyclearly articulate the need for reform on one of today’s most pressing issues in education: grading and reporting. Throughout the book,they offer realistic solutions to improve how educators communicate a student’s academic progress to all stakeholders.Their work provides the practitioner with the research, step-by-step guidelines, and reporting templates so a faculty is ready to begin the dialogue to develop a standards-based report card. The research has helped us answer the two main questions: 'What goes into a grade?' and 'How do we report it out?' This work, without a doubt, is a model for schools that want to improve their system of grading and reporting. It certainly has transformed ours!”
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Product Details

  • ISBN-13: 9781412940870
  • Publisher: SAGE Publications
  • Publication date: 12/1/2009
  • Pages: 239
  • Sales rank: 388,039
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

Thomas R. Guskey, Ph.D., is Professor of Educational Psychology in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in 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 18 books and over 200 articles published in prominent research journals as well as Educational Leadership, Kappan, and School Administrator. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the National Standards for Staff Development, and recently was named a Fellow in the American Educational Research Association, which also honored him in 2006 for his outstanding contribution relating research to practice. His most recent books include Developing Standards-Based Report Cards (2010), Practical Solutions for Serious Problems in Standards-Based Grading (Ed.) (2009), The Principal as Assessment Leader (Ed.) (2009), The Teacher as Assessment Leader (Ed.) (2009), and Benjamin S. Bloom: Portraits of an Educator (Ed.) (2006).

Jane Bailey grew up in Chelsea, Michigan, earned her bachelor's and master's 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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Table of Contents

About the Authors vii

1 Getting Started 1

The Difficulty of Change 2

The Need for Change 4

Why Standards Instead of Letter Grades? 6

Guiding Premises 7

Our Purpose 10

Our Organizational Scheme 10

Our Hope 12

2 The Importance of Standards 13

Defining Standards 13

Five Essential Understandings 15

Standards-Based Report Card Development Levels 20

Summary 24

3 Defining the Purpose 25

Purpose Options 26

Leading Discussions About Purpose 28

Key Questions in Defining the Report Card's Purpose 30

Making the Purpose Clear 35

Method Follows Purpose 36

Purpose Determines the Development Process 37

Serving Multiple Purposes Requires a Comprehensive Reporting System 38

Focus on a "Reporting System" 39

Summary 40

4 Developing Reporting Standards 41

Reporting Standards 41

The Development Process 43

Three Types of Learning Goals 50

Conflicts in Reporting on Different Learning Goals 52

Meaningful Solutions to the Conflicts 53

Summary 56

5 Essential Steps in Development: Part I 57

Crucial Questions in the Development Process 57

Summary 115

6 Essential Steps in Development: Part II 117

Additional Crucial Questions in the Development Process 117

Summary 145

7 Special Cases: Secondary Schools, Special Education, and Gifted Education with Lee Ann Jung 147

Standards-Based Reporting in Secondary Schools 148

Standards-Based Reporting for Students With Special Needs 157

Standards-Based Reporting for Students Who Are Gifted or Talented 165

Summary 169

8 Additional Development Issues 171

Always Return to the Purpose 171

Four Qualities of Effective Report Cards 172

Additional Considerations in Creating EffectiveReport Cards 189

Summary 198

9 Beyond the Report Card: Developing a Reporting System 201

The Importance of Purpose 202

The Challenge of Communication 203

Tools for a Comprehensive Reporting System 204

Guidelines for Better Practice 224

Conclusion 227

References 229

Index 237

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