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Proficiency-Based Grading in the Content Areas: Insights and Key Questions for Secondary Schools (Adapting Evidence-Based Grading for Content Area Teachers) [Pehme köide]

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  • Formaat: Paperback / softback, 312 pages, kõrgus x laius x paksus: 251x178x23 mm, kaal: 635 g, Illustrations
  • Ilmumisaeg: 03-May-2019
  • Kirjastus: Solution Tree
  • ISBN-10: 1947604155
  • ISBN-13: 9781947604155
Teised raamatud teemal:
Proficiency-Based Grading in the Content Areas: Insights and Key Questions for Secondary Schools (Adapting Evidence-Based Grading for Content Area Teachers)Suurem pilt
  • Formaat: Paperback / softback, 312 pages, kõrgus x laius x paksus: 251x178x23 mm, kaal: 635 g, Illustrations
  • Ilmumisaeg: 03-May-2019
  • Kirjastus: Solution Tree
  • ISBN-10: 1947604155
  • ISBN-13: 9781947604155
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781947604155.html
Märksõnad:

No matter the content area, evidence-based grading puts student growth at the heart of the classroom. Designed for teachers and administrators of grades 6-12, Proficiency-Based Grading in the Content Areas details a five-step approach for implementing evidence-based grading and maintaining its effectiveness over time. This book equips any educator -- from technical to fine arts -- with the tools and support to make the shift to focusing on standards and competency.

Use proficiency-based grading (also known as evidence-based grading) to drive student success:

  • Become familiar with the basic concepts and essential decisions of evidence-based grading that apply to teaching in all content areas.
  • Learn the five phases of implementing proficiency-based grading -- (1) preparation, (2) incubation, (3) insight, (4) evaluation, and (5) elaboration.
  • Explore the steps, paradigm shifts, and pedagogy necessary to implement proficiency-based grading in a particular content area.
  • Study individual-level and institutional-level grading decisions and how they differ from each other.
  • Understand how proficiency-based grading differs from content area to content area and the unique benefits it offers to each.

Contents:
Introduction
Chapter 1: Implementing Proficiency-Based Grading With Core Belief Fidelity
Chapter 2: Implementing Evidence-Based Reporting in Career and Technical Education
Chapter 3: Implementing Evidence-Based Grading in English Language Arts
Chapter 4: Implementing Evidence-Based Grading in Fine Arts
Chapter 5: Implementing Evidence-Based Grading in Mathematics
Chapter 6: Implementing Evidence-Based Grading in Physical Education and Health
Chapter 7: Implementing Evidence-Based Grading in Sciences
Chapter 8: Implementing Evidence-Based Grading in Social Sciences
Chapter 9: Implementing Evidence-Based Grading in World Languages
Epilogue: Creating Self-Reliant Learners
References and Resources
Index

About the Editors xiii
Introduction 1(6)
Anthony R. Reibel
Eric Twadell
Wendy Custable
Justin Fisk
Jonathan Grice
Darshan M. Jain
Doug Lillydahl
Eric Ramos
Bradley Smith
Steven M. Wood
A Different View of Formative Assessment
2(2)
Structure of This Book
4(3)
Chapter 1 Implementing Proficiency-Based Grading With Fidelity to Core Beliefs
7(28)
Anthony R. Reibel
Eric Twadell
Jonathan Grice
Seven Core Beliefs
9(11)
District-Level Versus Division- or Course-Level Decisions
20(12)
Key Points
32(3)
Chapter 2 Implementing Proficiency-Based Grading in Career and Technical Education
35(24)
Wendy Custable
Reasons to Implement Proficiency-Based Grading in CTE
36(4)
Preparation: The Commitments of Proficiency-Based Grading in CTE
40(2)
Incubation: The Unexpected Questions of Proficiency-Based Grading in CTE
42(7)
Insight: The Essential Insights of Proficiency-Based Grading in CTE
49(4)
Evaluation: The Key Questions of Proficiency-Based Grading in CTE
53(2)
Elaboration: The Core Beliefs of Proficiency-Based Grading in CTE
55(1)
Key Points
56(3)
Chapter 3 Implementing Proficiency-Based Grading in English Language Arts
59(24)
Doug Lillydahl
Reasons to Implement Proficiency-Based Grading in ELA
60(3)
Preparation: The Commitments of Proficiency-Based Grading in ELA
63(3)
Incubation: The Unexpected Questions of Proficiency-Based Grading in ELA
66(8)
Insight: The Essential Insights of Proficiency-Based Grading in ELA
74(1)
Evaluation: The Key Questions of Proficiency-Based Grading in ELA
75(2)
Elaboration: The Core Beliefs of Proficiency-Based Grading in ELA
77(3)
Key Points
80(3)
Chapter 4 Implementing Proficiency-Based Grading in Fine Arts
83(42)
Jonathan Grice
Reasons to Implement Proficiency-Based Grading in Fine Arts
84(12)
Preparation: The Commitments of Proficiency-Based Grading in Fine Arts
96(6)
Incubation: The Unexpected Questions of Proficiency-Based Grading in Fine Arts
102(2)
Insight: The Essential Insights of Proficiency-Based Grading in Fine Arts
104(9)
Evaluation: The Key Questions of Proficiency-Based Grading in Fine Arts
113(4)
Elaboration: The Core Beliefs of Proficiency-Based Grading in Fine Arts
117(6)
Key Points
123(2)
Chapter 5 Implementing Proficiency-Based Grading in Mathematics
125(36)
Darshan M. Jain
Reasons to Implement Proficiency-Based Grading in Mathematics
126(10)
Preparation: The Commitments of Proficiency-Based Grading in Mathematics
136(8)
Incubation: The Unexpected Questions of Proficiency-Based Grading in Mathematics
144(7)
Insight: The Essential Insights of Proficiency-Based Grading in Mathematics
151(3)
Evaluation: The Key Questions of Proficiency-Based Grading in Mathematics
154(2)
Elaboration: The Core Beliefs of Proficiency-Based Grading in Mathematics
156(1)
Key Points
157(4)
Chapter 6 Implementing Proficiency-Based Grading in Physical Education and Health
161(26)
Eric Ramos
Reasons to Implement Proficiency-Based Grading in PE and Health
162(6)
Preparation: The Commitments of Proficiency-Based Grading inPEand Health
168(5)
Incubation: The Unexpected Questions of Proficiency-Based Grading in PE and Health
173(5)
Insight: The Essential Insights of Proficiency-Based Grading in PE and Health
178(2)
Evaluation: The Key Questions of Proficiency-Based Grading in PE and Health
180(2)
Elaboration: The Core Beliefs of Proficiency-Based Grading in PE and Health
182(2)
Key Points
184(3)
Chapter 7 Implementing Proficiency-Based Grading in Science
187(34)
Steven M. Wood
Reasons to Implement Proficiency-Based Grading in Science
188(3)
Preparation: The Commitments of Proficiency-Based Grading in Science
191(8)
Incubation: The Unexpected Questions of Proficiency-Based Grading in Science
199(8)
Insight: The Essential Insights of Proficiency-Based Grading in Science
207(5)
Evaluation: The Key Questions of Proficiency-Based Grading in Science
212(4)
Elaboration: The Core Beliefs of Proficiency-Based Grading in Science
216(2)
Key Points
218(3)
Chapter 8 Implementing Proficiency-Based Grading in Social Science
221(30)
Bradley Smith
Reasons to Implement Proficiency-Based Grading in Social Science
223(7)
Preparation: The Commitments of Proficiency-Based Grading in Social Science
230(5)
Incubation: The Unexpected Questions of Proficiency-Based Grading in Social Science
235(3)
Insight: The Essential Insights of Proficiency-Based Grading in Social Science
238(5)
Evaluation: The Key Questions of Proficiency-Based Grading in Social Science
243(3)
Elaboration: The Core Beliefs of Proficiency-Based Grading in Social Science
246(2)
Key Points
248(3)
Chapter 9 Implementing Proficiency-Based Grading in World Languages
251(24)
Justin Fisk
Reasons to Implement Proficiency-Based Grading in World Languages
252(5)
Preparation: The Commitments of Proficiency-Based Grading in World Languages
257(4)
Incubation: The Unexpected Questions of Proficiency-Based Grading in World Languages
261(5)
Insight: The Essential Insights of Proficiency-Based Grading in World Languages
266(2)
Evaluation: The Key Questions of Proficiency-Based Grading in World Languages
268(3)
Elaboration: The Core Beliefs of Proficiency-Based Grading in World Languages
271(3)
Key Points
274(1)
Epilogue
Building Efficacious Learners
275(4)
Anthony R. Reibel
Eric Twadell
References and Resources 279(10)
Index 289