Abstract
The essence of this chapter is classroom grading practice and reporting student learning. Issues with current grading practice and reporting are discussed. This discussion is followed with implications of changing from traditional grading and reporting practices to those that reflect fair assessment practice and accurate communication of student results. The chapter concludes with suggestions and recommendations for implementing outcomes-based reporting of student learning.
Author supplied keywords
- Assessment
- Assessment for learning
- Assessment of learning
- Bullying and grade inflation
- Classroom-based assessment
- Evaluation
- Fair assessment practice
- Formative assessment
- Grading issues
- Grading options
- Grading practice
- History of grading
- Leadership implications
- Outcomes-based grading and reporting
- Punitive grading
- Reporting student learning
- Rewards and awards
- Second chances
- Standards-based grading reporting
- Summative evaluation
- Teacher bias
Cite
CITATION STYLE
Aitken, E. N. (2016). Grading and Reporting Student Learning. In Enabling Power of Assessment (Vol. 2, pp. 231–260). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-319-23398-7_10
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