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|Additional Physical Format:||Print version:
Fair isn't always equal.
Portland, ME : Stenhouse ; Westerville, Ohio : National Middle School Assoc., ©2006
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
|Reproduction Notes:||Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL|
|Description:||1 online resource (xiii, 218 pages)|
|Details:||Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.|
|Contents:||The differentiated instruction mind-set : rationale and definition --
Principles of successful assessment in the differentiated classroom --
Three important types of assessment --
Tiering assessments --
Creating good test questions --
The relative nature of grades and their definitions --
Why do we grade, and what about effort, attendance, and behavior? --
Ten approaches to avoid when differentiating assessment and grading --
Conditions for redoing work for full credit --
Six burning grading issues --
Grading scales --
Gradebook formats for the differentiated classroom --
Responsive report card formats --
Thirty-six tips to support colleagues as they move toward successful practices for differentiated classrooms --
Putting it all together : how do differentiating teachers assess and grade differently?
"The writing is a compelling combination of analogy and logic that is illustrated with anecdotes and personal experiences. The result is an easy read that offers practical advice for teachers in
- Grading and marking (Students) -- United States.
- Educational tests and measurements -- United States.
- Students -- Rating of -- United States.
- EDUCATION -- Evaluation.
- STUDY AIDS -- Tests.
- EDUCATION -- Testing & Measurement.
- Educational tests and measurements.
- Grading and marking (Students)
- Students -- Rating of.
- United States.