Using Grading to Support Student Learning

Grading does more than record results. This book examines how grading can be designed to support what students learn through classroom assessment. Its starting point is that grading and reporting need to be deliberate and defensible, a concern made more pressing by the current climate of educational reform. The book rethinks the place of homework, formative and summative assessment, and academic standards within grading practice, and it explores how these elements can be understood and refined across grade levels.

Throughout, the text connects research and theory on grading and assessment with everyday classroom work. It is grounded in evidence and includes many illustrative examples that show how the ideas play out in practice.

The book is written for pre-service and in-service teachers who want a solid footing for their grading decisions. Educational researchers who study grading practices will also find fresh perspectives in its pages.