Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs

Autor/inn/en	Guskey, Thomas R.; Jung, Lee Ann
Titel	Grading and Reporting in a Standards-Based Environment: Implications for Students with Special Needs
Quelle	In: Theory Into Practice, 48 (2009) 1, S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Grades (Scholastic); Disabilities; Classroom Environment; Special Needs Students; Special Education; Academic Standards; Grading; Educational Assessment; Evaluation Methods; Guidelines; Teaching Methods; Individualized Education Programs; Federal Legislation; Academic Accommodations (Disabilities); Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Notenspiegel; Handicap; Behinderung; Klassenklima; Unterrichtsklima; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Notengebung; Schulnote; Education; assessment; Bewertungssystem; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Individualized education program; Individualisierendes Lernen; Bundesrecht
Abstract	Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these idiosyncratic adaptations are made to ensure continued effort and protect these students' self-images, the result is grades that communicate little about the students' actual performance or level of achievement. This article describes a 5-step process that teachers can use to provide fair and meaningful grades to students with disabilities within a standards-based classroom environment. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10