Pathways to Proficiency: Implementing Evidence-Based Grading
(eBook)

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Published
Solution Tree Press, 2017.
Status
Available Online

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Format
eBook
Language
English
ISBN
9781942496144

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Citations

APA Citation, 7th Edition (style guide)

Troy Gobble., Troy Gobble|AUTHOR., Mark Onuscheck|AUTHOR., Anthony R. Reibel|AUTHOR., & Eric Twadell|AUTHOR. (2017). Pathways to Proficiency: Implementing Evidence-Based Grading . Solution Tree Press.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Troy Gobble et al.. 2017. Pathways to Proficiency: Implementing Evidence-Based Grading. Solution Tree Press.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Troy Gobble et al.. Pathways to Proficiency: Implementing Evidence-Based Grading Solution Tree Press, 2017.

MLA Citation, 9th Edition (style guide)

Troy Gobble, et al. Pathways to Proficiency: Implementing Evidence-Based Grading Solution Tree Press, 2017.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID8a58699a-6200-8758-2652-72b0a0e856ee-eng
Full titlepathways to proficiency implementing evidence based grading
Authorgobble troy
Grouping Categorybook
Last Update2024-05-15 02:00:54AM
Last Indexed2024-06-08 04:39:53AM

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Image Sourcehoopla
First LoadedMar 30, 2024
Last UsedMar 30, 2024

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    [synopsis] => Challenge traditional grading practices and adopt a new, more effective grading model for students that will close the gaps in student achievement and content mastery. This book provides the pathway for implementing evidence-based grading practices in schools through a straightforward, five-phase creative model: (1) preparation, (2) incubation, (3) insight, (4) evaluation, and (5) elaboration. Readers will follow a hypothetical curriculum team's journey through each phase of this process. Benefits: * Confront ineffective grading practices and then overcome traditional biases to apply better grading practices. * Reflect on the effectiveness of revisions and improve newly revised grading methods. * Give students meaningful information about their progress toward learning targets and expectations. * Identify the concepts and perspectives to which curriculum team members must commit to successfully adopt evidence-based grading practices. * Discover the important relationships between learning targets and grading, feedback and instruction, assessment and grading, and gradebooks and learning.
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