The definitive guidebook to the complex terrain of 21st-century standards!
Standards, assessments, grading, and reporting provide the foundation for nearly every initiative in modern education reform. But what do these terms actually mean? This easy-to-use Q&A gives short, simple, jargon-free answers to the questions that frequently stymie educators. Readers will come away with:
- A consistent vocabulary and frame of reference to share with other educators
- An understanding of effective implementation in all four areas
- Specific ideas for purposeful action
- Common ground that teachers, leadership teams, schools, and districts can use as a basis for successful improvement efforts
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 8.90(h) x 0.20(d)|
About the Author
LEE ANN JUNG is associate professor of special education at the University of Kentucky. Dr. Jung is a graduate of Auburn University and has worked in the field of special education since 1994 as a teacher, administrator, consultant, and researcher. She is a national presenter on topics of family involvement, inclusion, IEP/IFSP development, and grading and reporting progress of exceptional learners. She has authored more than 30 journal articles and book chapters and has received in excess of $3 million in funding to support personnel preparation and research. She is an editorial board member for three special education journals and has served as guest editor for Topics in Early Childhood Special Education. Dr. Jung was named “Outstanding Junior Faculty Researcher” at the University of Kentucky in 2002. She serves on the governor-appointed council that advises Kentucky’s Cabinet for Health and Family Services on matters of providing special education services to young children.
Table of ContentsAcknowledgmentsAbout the AuthorsPreface: The Nature of Essential QuestionsPart I: Standards1. What are Standards?2. Are Standards a New Idea in Education?3. Why Do Some People Oppose Standards?Part II: Assessments4. What Is Assessment?5. What Is the Difference Between Assessments and Tests?6. What Is Formative Assessment?7. Why Are Formative Assessments Important?8. What Are Common Formative Assessments?9. What Is Summative Assessment?10. What Is High-Stakes Assessment?11. What Are Instructionally Sensitive and Instructionally Insensitive Assessments?12. How Do Assessments for Learning Differ From Assessments of Learning?13. Do Formative Assessments Improve Student Learning?Part III: Grading14. What Are Grades?15. What Is the Purpose of Grading?16. Are Grades Essential to Teaching and Learning?17. Why Are the First Grades Assigned So Important?18. Do Low Grades Prompt Students to Try Harder?19. Why Is Setting Percentage Cut-Offs for Grades an Arbitrary Process?20. What Is Wrong With Grading on the Curve?Part IV: Reporting21. What Criteria Do Teachers Use in Assigning Grades?22. What Is Standards-Based Grading and Reporting?23. Why Do Some Parents Have Concerns About Standards-Based Grading and Reporting?24. If Schools Implement Standards-Based Grading, Will the Grades Assigned to Students Likely Go Up or Down?25. What Is the Most Important First Step in Implementing Standards-Based Grading?26. What Is the Best Way to Inform Parents About Moving to Standards-Based Grading?27. What Is the Best Way to Encourage Parents to Make Comments on the Report Card?28. Will Standards-Based Grading Improve Student Learning?Part V: Grading and Reporting for Exceptional and Struggling Learners29. Who are Exceptional and Struggling Learners?30. How Do We Assign Grades to Exceptional and Struggling Learners Who Require Modifications?31. What Is the Difference Between Accommodations and Modifications?32. How Do We Legally Report Grades for Exceptional and Struggling Learners on Report Cards and Transcripts?33. Do High School Students Requiring Modifications Receive Course Credit Toward a Diploma? Do Modifications Make a Student Ineligible for Extracurricular Activities, Such as Interscholastic Athletics?Summary and ConclusionsIndex