Book+Chapters


 * __Book Chapter Contents:__**

Chapter 1 Chapter 1 **Setting the Stage** (pgs.1-15)

Chapter 2 : **Fixes for Practices That Distort Achievement** (pgs. 17-49) - Don't include student behaviors (effort, participation, adherence to class rules, etc.) in grades; - Include only achievement. **FIX 2** : p. 26 - Don't reduce marks on "work" submitted late; - Provide support for the learner. **FIX 3** : p. 31 - Don't give points for extra credit or use bonus points; - Seek only evidence that more work has resulted in a higher level of achievement. **FIX 4** : p. 36 - Don't punish academic dishonesty with reduced grades; - Apply other consequences and reassess to determine actual level of achievement. **FIX 5** : p. 43 - Don't consider attendance in grade determination; - Report absences separately. **FIX 6** : p. 46 - Don't include group scores in grades; - Use only individual achievement evidence.
 * FIX 1 **: p. 19

Chapter 3 : **Fixes for Low-Quality or Poorly Organized Evidence** (pgs. 51-78) - Don't organize information in grading records by assessment methods or simply summarize into a single grade; - Organize and report evidence by standards/learning goals. **FIX 8** : p. 61 - Don't assign grades using inappropriate or unclear performance standards; - Provide clear descriptions of achievement expectations. - Don't assign grades based on a student's achievement compared to other students; - Compare each student's performance to preset standards. - Don't rely on evidence gathered using assessments that fail to meet standards of quality; - Rely only on quality assessments.
 * FIX 7 **: p. 53
 * FIX 9 **: p. 72
 * FIX 10 **: p. 75

Chapter 4 : **Fixes for Inappropriate Grade Calculation** (pgs. 79-92) - Don't rely on the mean; - Consider other measures of central tendency and use professional judgement. - Don't include zeros in grade determination when evidence is missing or as punishment; - Use alternatives, such as reassessing to determine real achievement, or use "I" for Incomplete or Insufficient Evidence.
 * FIX 11 **: p. 81
 * FIX 12 **: p. 85

Chapter 5 : **Fixes to Support Learning** (pgs. 93-114) - Don't use information from formative assessments and practice to determine grades; - Use only summative evidence. - Don't summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; - In those instances, emphasize more recent achievement. - Don't leave students out of the grading process. Involve students; - They can - and should - play key roles in assessment and grading that promote achievement.
 * FIX 13 **: p. 95
 * FIX 14 **: p. 106
 * FIX 15 **: p. 111

Chapter 6 : Summary and Reflection (pgs. 115-118)