April 26, 2021
Grading in the U.S. is typically a hodge podge amalgamation of many measurements: homework, quizzes, tests, projects, participation, and many other factors. Grading often becomes a game for many students, and some students simply refuse to play. But author Tom Guskey is hoping we can change our grading practices so that we (and students) no longer see grading as an end in itself, but instead as just a reflection of a moment in time. In this episode filled with personal stories and examples, Peter and Tom will discuss: The downfalls of percentage grading how grading is sometimes used as a punishment Tom's recommendations for better grading practices
Thomas Guskey is Professor of Educational Psychology at the University of Kentucky. In his work with educators throughout the world, he helps bring clarity and resolution to some of education’s most challenging problems.
Reach the Highest Standar in Professional Learning: Data, Answers to Essential Questions About Standards, Assessments, Grading, and Reporting, Grading Exceptional and Struggling Learners, Developing Standards-Based Report Cards, and more!
Peter DeWitt (Ed.D.), a former school principal in Upstate, NY, previously taught elementary school for 11 years. His syndicated blog, Finding Common Ground, is published by Education Week and he is a freelance writer for Vanguard Magazine. Peter has traveled the world, developing content, visiting school sites, influencing policy, and presenting with John Hattie. He has worked with educators at schools, districts, educational service centers, and educational organizations, including the Council of Chief State School Officials. His presentations focus on school leadership, school climate, as well as safeguarding LGBT students and other social justice topics.
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