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Foreword | |
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Preface | |
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Acknowledgments | |
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About the Author | |
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Introduction | |
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What Grading Terminology Is Needed? | |
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What Is the Context of Grading? | |
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Constructivist Theories of Learning | |
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How Do These Concepts Affect Assessment? | |
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Why Grade? | |
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What Are the Underlying Perspectives on Grading? | |
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Grading Practices and Guidelines | |
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Grading Issues | |
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Linking Grades | |
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The Case of Michael's Amazing Passing Shop Grade | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 1 | |
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Using Performance Standards | |
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The Case of Sally's Shocking Grade | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 2 | |
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Grading Individual Achievement | |
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The Case of Rick's Mysterious Falling Grade | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 3 | |
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Sampling Student Performance | |
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The Case of Heather's Grim Grade | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 4 | |
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Changing Grades | |
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The Case of Anil's Amazing Improvement | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 5 | |
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Crunching Numbers | |
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The Case of Alexis' Absences | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 6 | |
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Quality Assessment and Keeping Records | |
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The Case of Brian's Boosted Grade | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 7 | |
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Communicating With Students About Grades | |
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The Case of Huan's Lunchtime Surprise | |
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What's the Purpose of the Guideline? | |
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What Are the Key Elements of the Guideline? | |
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What's the Bottom Line? | |
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What's My Thinking Now? | |
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A Reflection on Guideline 8 | |
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Putting It All Together | |
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Grade Book and Checklists | |
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Conclusion | |
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More Grading Issues | |
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Grading Systems | |
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Grading Exceptional Students | |
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Computer Grading Programs | |
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Calculating Grade Point Averages | |
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Other Legal Issues | |
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Grading Policy | |
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Communicating Student Achievement to Others | |
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Report Cards | |
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Expanded-Format Reporting | |
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Informal Communications | |
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Student-Involved Conferencing | |
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Summary | |
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The Way Ahead | |
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De-emphasizing Traditional Grades | |
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Demystifying the Entire Grading Process | |
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Focusing on the Process of Learning | |
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Focusing on the Progress of the Individual Student | |
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Summary | |
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Recommendations | |
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What's My Thinking Now? | |
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Glossary | |
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Guidelines for Grading in Standards-Based Systems | |
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A Proposed Grading Policy | |
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Bibliography | |
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Additional Resources | |
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Index | |