Making high school grades meaningful

Phi Delta Kappan

Volumn 87, Issue 9, 2006, Pages 670-675

  Guskey, Thomas R ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744799048     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170608700910     Document Type: Review

References (36)

1. See, for example, Robert T. Brennan et al., "The Relative Equitability of High-Stakes Testing Versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS)," Harvard Educational Review, Summer 2001, pp. 173-216.
2. Randy Elliot Bennett et al., "Influence of Behavior Perceptions and Gender on Teachers' Judgments of Students' Academic Skill," Journal of Educational Psychology, June 1993, pp. 347-56;
3. John R. Hills, "Apathy Concerning Grading and Testing," Phi Delta Kappan, March 1991, pp. 540-45;
4. and Clyde A. Wiles, "Investigating Gender Bias in the Evaluations of Middle School Teachers of Mathematics," School Science and Mathematics. October 1992, pp. 295-98.
5. Susan Austin and Richard McCann, "Here's Another Arbitrary Grade for Your Collection: A Statewide Study of Grading Policies," paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1992;
6. Roger A. Boothroyd and Robert F. Mc-Morris, "What Do Teachers Know About Testing and How Did They Find Out?," paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, 1992;
7. and Richard J. Stiggins, "Inside High School Grading Practices: Building a Research Agenda," Educational Measurement: Issues and Practice, Summer 1989, pp. 5-14.
8. Gregory J. Cizek, Shawn M. Fitzgerald, and Robert E. Rachor, "Teachers' Assessment Practices: Preparation, Isolation, and the Kitchen Sink," Educational Assessment, vol. 3, 1995/1996, pp. 159-79;
9. and James H. McMillan, "Secondary Teachers' Classroom Assessment and Grading Practices," Educational Measurement: Issues and Practice, March 2001, pp. 20-32.
10. Susan M. Brookhart, "Grading Practices and Validity," Educational Measurement: Issues and Practice, March 1991, pp. 35-36;
11. and Lawrence H. Cross and Robert B. Frary, "Hodgepodge Grading: Endorsed by Students and Teachers Alike," paper presented at the annual meeting of the National Council on Measurement in Education, New York, 1996.
12. See David T. Conley, "Who Is Proficient?: The Relationship Between Proficiency Scores and Grades," paper presented at the annual meeting of the American Educational Research Association, New Orleans, 2000;
13. and Thomas R. Guskey, "Computerized Gradebooks and the Myth of Objectivity," Phi Delta Kappan, June 2002, pp. 775-80.
14. Marcia A. Kovas, "Make Your Grading Motivating: Keys to Performance Based Evaluation," Quill and Scroll, October/November 1993, pp. 10-11.
15. Stephen J. Friedman, "Grading Teachers' Grading Policies," NASSP Bulletin, April 1998, pp. 77-83;
16. and Ken O'Connor, How to Grade for Learning: Linking Grades to Standards, 2nd ed. (Arlington Heights, Ill.: SkyLight, 2002).
17. See, for example, Grant Wiggins, "Honesty and Fairness: Toward Better Grading and Reporting," in Thomas R. Guskey, ed., Communicating Student Learning: 1996 Yearbook of the Association for Supervision and Curriculum Development (Alexandria, Va.: Association for Supervision and Curriculum Development, 1996), pp. 141-76.
18. Warren W. Esty and Anne R. Teppo, "Grade Assignment Based on Progressive Improvement," Mathematics Teacher, November 1992, pp. 616-18;
19. and Russell Gersten, Sharon Vaughn, and Susan U. Brengelman, "Grading and Academic Feedback for Special Education Students and Students with Learning Difficulties," in Guskey, Communicating Student Learning, pp. 47-57.
20. Susan M. Brookhart, "Teachers' Grading Practices: Meaning and Values," Journal of Educational Measurement, Summer 1993, pp. 123-142;
21. Cross and Frary, Journal of Educational Measurement, op. cit.;
22. Stephen J. Friedman and Merlin Manley, "Improving High School Grading Practices: Experts vs. Practitioners," NASSP Bulletin, vol. 76, 1992, pp. 100-104;
23. Fe Josefa G. Nava and Brenda H. Loyd, "An Investigation of Achievement and Nonachievement Criteria in Elementary and Secondary School Grading," paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1992.
24. Stephen J. Friedman and Anthony J. Troug, "Evaluation of High School Teachers' Written Grading Policies," ERS Spectrum, Summer 1999, pp. 34-42;
25. and Gary Natriello, Carolyn J. Riehl, and Aaron M. Pallas, Between the Rock of Standards and the Hard Place of Accommodation: Evaluation Practices of Teachers in High Schools Serving Disadvantaged Students (Baltimore: Center for Research on Effective Schooling for Disadvan caged Students, Johns Hopkins University, 1994).
26. Stephen J. Friedman and David A. Frisbie, "The Influence of Report Cards on the Validity of Grades Reported to Parents," Educational and Psychological Measurement, February 1995, pp. 5-26;
27. Kristie K. Waltman and David A. Frisbie, "Parents' Understanding of Their Children's Report Card Grades," Applied Measurement in Education, vol. 7, 1994, pp. 223-40;
28. and Warren W. Willingham, Judith M. Pollack, and Charles Lewis, "Grades and Test Scores: Accounting for Observed Differences," Journal of Educational Measurement, Spring 2002, pp. 1-37.
29. Allan C. Ornstein, "Grading Practices and Policies: An Overview and Some Suggestions," NASSP Bulletin, April 1994, pp. 55-64.
30. See Thomas R. Guskey and Jane M. Bailey, Developing Grading and Reporting Systems for Student Learning (Thousand Oaks, Calif.: Corwin Press, 2001).
31. Tommy Tomlinson, Hard Work and High Expectations: Motivating Students to Learn (Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education, 1992).
32. Thomas R. Guskey, How's My Kid Doing? A Parent's Guide to Grades, Marks, and Report Cards (San Francisco; Jossey Bass, 2002);
33. and Richard J. Stiggins, "Communicating with Report Cards," in idem, Student-Involved Assessment for Learning, 4th ed. (Upper Saddle River, N.J.; Pearson Education, 2005), pp. 275-319.
34. Jane Bailey and Jay McTighe, "Reporting Achievement at the Secondary Level: What and How," in Guskey, Communicating Student Learning, pp. 119-40.
35. Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education, 1999).
36. Willingham, Pollack, and Lewis, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment, op. cit.