What is a rubric and how are they being used in teacher education and evaluation? When did rubrics become ubiquitous in the field of education? What impact do rubrics have on students, teachers, teacher educators, and the educational enterprise? This book is an edited volume of essays that critically examine the phenomenon of rubrics in teacher education, evaluation and education more broadly. Rubrics have seen a dramatic rise in use and presence over the past twenty-five years in colleges of education and districts across the country. Although there is a wealth of literature about how to make rubrics, there is scant literature that explores the strengths and weaknesses of rubrics and the impact the rubric phenomenon is having in reshaping education. The chapters included in this edited volume will critically reflect on the contemporary contexts of rubrics and the uses and impact of rubrics in education. Since rubrics have become indelible in education, it is necessary for a fuller, nuanced discussion of the phenomenon. Creating a book that explores these aspects of rubrics is timely and fundamental to expanding the discourse on this ubiquitous evaluation tool. This book is not meant to be a series of chapters dedicated to best practices for creating rubrics, nor is this text meant to present all sides of the rubric discussion. Rather, this text intends to offer critical polemics about rubrics that can spur greater critical discussion about a phenomenon in education that has largely been unquestioned in the literature.

Product Description: In her latest book Linda Nilson puts forward an innovative but practical and tested approach to grading that can demonstrably raise academic standards, motivate students, tie their achievement of learning outcomes to their course grades, save faculty time and stress, and provide the reliable gauge of student learning that the public and employers are looking for...read more

Product Description: Equip yourself with research-based strategies to execute effective classroom assessment. This book is organized around four quadrants: determining the learning destination, researching the expected quality level, planning to collect reliable and valid evidence of learning, and collecting baseline evidence of learning...read more

Product Description: Here is the practical and comprehensive guide to everything you need to know about rubrics, scoring guides and performance criteria. This book provides practical steps for developing and using rubrics to assess student performance on challenging and necessary targets including writing, math problem solving, and reading...read more

Product Description: Develop standards-based report cards that are meaningful to students, parents, and educators! 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 progress...read more

Product Description: This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view...read more

Product Description: Since the publication of the first edition, the use of protocols has spread from conferences and workshops to everyday school and university settings. Responding to educators' ongoing needs, this new edition features seven completely new protocols...read more

Product Description: In Classroom Assessment and Grading That Work, Robert J. Marzano provides an in-depth exploration of what he calls "one of the most powerful weapons in a teacher's arsenal." An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system, Marzano says...read more

'The book is divided into two sections; the first devoted to assessment information that pertains to elementary and middle school classrooms. The second section, arranged in a monthly sequence, links the assessment information of the first section to practical practices and events that typically occur in classrooms. Each chapter contains clearly delineated goals to guide the reader and each contains teaching activities for effectively engaging the reader in the content of the material'--www.christopher-gordon.com.

Product Description: As calls for accountability of student learning intensify, colleges and universities need to reexamine their grading practices and restore public confidence in college grades. This report presents a conceptual framework that can aid in understanding the complexity of grading problems in higher education...read more

Product Description: This sequel to How to Handle the Paper Load offers new ways for teachers in secondary and post-secondary settings to respond to student writing and manage the increasing paper load while at the same time involving students in their own learning...read more

This book explores the problems caused by grades, calling attention to how present grading practices create obstacles to improving the quality of American education by not helping students who are at risk. While poor grades may nudge some students to better performance, there are other students—low achievers—who are demoralized by poor grades, bringing about a variety of behavioral difficulties that have a negative effect on future incentive to learn. Good grades are motivating, but the only students who are motivated are those already getting good grades. Success is fundamental to achievement. Lack of success means lack of achievement. Failing grades are indicative of our failure to provide success for most students who receive them.

Product Description: Grade inflation runs rampant at most colleges and universities, but faculty and administrators are seemingly unwilling to face the problem. This book explains why, exposing many of the misconceptions surrounding college grading. Based on historical research and the results of a yearlong, on-line course evaluation experiment conducted at Duke University during the 1998-1999 academic year, the effects of student grading on various educational processes, and their subsequent impact on student and faculty behavior, is examined...read more