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Rethinking grading :meaningful asses...
~
Vatterott, Cathy, (1951-)
Rethinking grading :meaningful assessment for standards-based learning /
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
杜威分類號:
371.272
書名/作者:
Rethinking grading : : meaningful assessment for standards-based learning // Cathy Vatterott.
作者:
Vatterott, Cathy,
出版者:
Alexandria, VA : : ASCD,, c2015.
面頁冊數:
viii, 131 p. ;; 23 cm.
標題:
Grading and marking (Students) - United States.
標題:
Educational tests and measurements - United States.
標題:
Educational evaluation - United States.
ISBN:
9781416620495 (pbk.) :
ISBN:
1416620494 (pbk.)
書目註:
Includes bibliographical references and index.
內容註:
The culture of grading -- Why we need a new grading paradigm -- What grading looks like in the standards-based classroom -- What, how, and when to grade -- How to reform grading : making change happen -- Afterword -- Appendix.
摘要、提要註:
Standards-based grading paradigm allows methods to support students rather than judge, empowers learning rather than control, gives choices rather than mandates, and dignifies failure as a part of learning.-p.37.
Rethinking grading :meaningful assessment for standards-based learning /
Vatterott, Cathy,1951-
Rethinking grading :
meaningful assessment for standards-based learning /Cathy Vatterott. - Alexandria, VA :ASCD,c2015. - viii, 131 p. ;23 cm.
Includes bibliographical references and index.
The culture of grading -- Why we need a new grading paradigm -- What grading looks like in the standards-based classroom -- What, how, and when to grade -- How to reform grading : making change happen -- Afterword -- Appendix.
Standards-based grading paradigm allows methods to support students rather than judge, empowers learning rather than control, gives choices rather than mandates, and dignifies failure as a part of learning.-p.37.
ISBN: 9781416620495 (pbk.) :NTD 1,015
LCCN: 2015009093Subjects--Topical Terms:
339821
Grading and marking (Students)
--United States.
LC Class. No.: LB3060.37 / .V37 2015
Dewey Class. No.: 371.272
Rethinking grading :meaningful assessment for standards-based learning /
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