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Implement standards-based grading practices that accurately and equitably report student achievement! Standards-based education poses a variety of challenges for grading and reporting practices, especially for ensuring that the grades assigned to students are honest, meaningful, and fair. Many traditional methods, such as limiting the number of high grades or defining "C" as "average," no longer work in a standards-based environment. This edited volume examines critical issues in standards-based grading and provides specific suggestions for improving grading policies and practices at the school and classroom levels. With contributions from prominent educators and researchers, this groundbreaking volume: Describes traditional school practices that inhibit the implementation of standards-based grading Addresses how teachers can assign fair and accurate grades to English language learners and students with special needs Examines legal issues that influence grading and reporting policies Discusses why report card grades and large-scale assessment scores may vary Fosters consistency in grading across states and districts Offers effective strategies for communicating with parents This solution-oriented book offers teachers, principals, and administrators practical strategies for implementing grading policies that benefit all students. About 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). Table of Contents 1. Introduction The Difficulty of Change Background and Format Content Summary Our Hope References 2. Grading Policies That Work Against Standards...and How to Fix Them  Policy #1: Grading "On the Curve" Policy #2: Selecting the Class Valedictorian Policy #3: Using Grades as a Form of Punishment Policy #4: Using Zeros in Grading Policy #5: Hodgepodge Grading Summary References 3. The Challenges of Grading and Reporting in Special Education: An Inclusive Grading Model  Why Does Special Education Grading Matter? Grading Adaptations Implications of Standards-Based Grading Inclusive Grading Model Step 1: Determine If Accomodations or Modifications Are Needed Step 2: Establish Standards for Modified Areas Step 3: Determine the Need for Additional Goals Step 4: Apply Equivalent Grading Practices to Appropriate Standards Step 5: Communicate the Meaning of the Grades Summary References 4. Assigning Fair, Accurate, and Meaningful Grades to Students Who Are English Language Learners  Challenges of Grading Students Who Are English Language Learners Special Considerations Accommodations Modifications Current Research and Knowledge Base Recommendations for Effective Communication Implications for Educational Policy and Practice Steps Toward Better Practice Communication Reflection References 5. Legal Issues of Grading in the Era of High-Stakes Accountability  Susan Current Research and Knowledge Base What Is a Grade and Who Assigns It? Students and Legal Issues in Grading Due Process and Equal Protection Grade Reductions Confidentiality Teachers and Legal Issues in Grading First Amendment Liability Implications for Policy and Practice Confidentiality Grade Penalties Appeals Policies and Due Process Educator Responsibilities Recommendations for Improvement References Appendix 6. Fostering Consistency Between Standards-Based Grades and Large-Scale Assessment Results   Description of the Problem Overview of Standards-Based Grading in the District Understanding Teachers' Assessment Styles Assessing Most Standards Grading on Achievement, Not Effort Creating or Borrowing Assessments to Supplement Text-Provided Tests Tracking Performance Skill-by-Skill Focusing on Attainment of Standards Instead of the District Text Grading With End-of-Unit Assessments Other Grading Strategies Focus on Overall Achievement Frequency of Assessment for Grading Purposes Multiple Assessment Approaches Clear Grading Methods Implications Changes in Report Card Format Organizing for Standards-Based Grading Lack of Alignment Between District-Adopted Texts and State Standards Skepticism From Parents and Teachers Recommendations Approaches to Organizing Grade Books Using Diagnostic, Formative, and Summative Assessments Separating Content Area Grades From Effort Selecting a Method for Computing Grades Differentiate Teaching to the Standards From Teaching to the Assessment References 7. Synthesis of Issues and Implications  Current Grading Practices Key Role of Teacher Judgment The Fundamental Purpose of Standards-Based Grading Validity of Standards-Based Grading Fairness in Standards-Based Grading Standards-Based Grading and Student Motivation Student Standards-Based Self-Grading Standards-Based Grading and Feedback Where Do We Go From Here? References Index