How Grading Reform Changed Our School

Autor/in	Erickson, Jeffrey A.
Titel	How Grading Reform Changed Our School
Quelle	In: Educational Leadership, 69 (2011) 3, S.66-70 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Grades (Scholastic); Grading; Educational Change; High Schools; Academic Achievement; School Culture; Professional Development; Summative Evaluation; Formative Evaluation; Minnesota + Suchen Sie Ihr Suchwort? Notenspiegel; Notengebung; Schulnote; Bildungsreform; High school; Oberschule; Schulleistung; Schulkultur; Schulleben
Abstract	In the early 2000s, Minnetonka High School decided that it needed to develop a more consistent, transparent system of grading. The school focused its grading reform efforts on one principle: Grades should reflect only what a student knows and is able to do. As the school staff analyzed their policies and practices, they discovered many practices that were either inflating grades (such as awarding extra credit points or grading on the curve) or deflating grades (such as averaging or penalizing students for misbehavior). In this article, assistant principal Erickson describes how a focus on grading only academic achievement of standards has transformed the school's culture. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10