Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom / Edition 1 available in Paperback
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning?
Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high-school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as:
- whether to incorporate effort, attendance, and behavior into academic grades;
- whether to grade homework;
- setting up grade books and report cards to reflect differentiated practices;
- principles of successful assessment;
- how to create useful and fair test questions, including how to grade such prompts efficiently;
- whether to allow students to re-do assessments for full credit.
This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.
|Edition description:||New Edition|
|Product dimensions:||7.44(w) x 10.88(h) x 0.61(d)|
Most Helpful Customer Reviews
After forty-plus years of teaching, I found this book exciting and challenging. Kids in the classroom are different and Wormeli embraces that reality and offers practical suggestions for teachers to deal with it. Far from suggesting teachers "dumb down" material, he maintains we should keep high standards while realizing that not all students/people learn the same way or at the same speed. His rhetorical questions are thought-provoking: "When did we begin to believe that every kid in our class had to be experts on Act I of Romeo and Juliet at 10:40 on the second Thursday of November?" "What makes us think that the only thing a kid knows about World War II are the answers to the one hundred questions we put on a test?" A friend once said she thought the tests kids are often given "prepare them for Final Jeopardy but not for life", and I agree with her more and more after reading this book. When we are done with MACBETH I want the students to understand the meaning of the play first and then details to support what they assert about the work, not the other way around. Wormeli suggests that understanding is more important than amassing facts but that the latter activity is essential to achieving the former. If I had my way, every teacher in my school district would be assigned this book as "summer reading" and we would spend the next three or four years adapting our classroom techniques to accommodate the varied abilities and learning processes of the kids in front of us.
Trying to make the argument that students should get half (or more) credit for assignments not submitted is contributing the AIGing of our great country. You can put as much lipstick on this pig as you wish, but to advocate mainstream educators reward slackerhood is an outrage! Rick Womeli is a moron.