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The Value Of Descriptive, Multi-Level Rubrics, Thomas R. Guskey, Mctighe Jay, Susan M. Brookhart
The Value Of Descriptive, Multi-Level Rubrics, Thomas R. Guskey, Mctighe Jay, Susan M. Brookhart
Educational, School, and Counseling Psychology Faculty Publications
Single-point rubrics have become popular in schools, but they may be leading teachers astray.
Giving Retakes Their Best Chance To Improve Learning., Thomas Data Guskey
Giving Retakes Their Best Chance To Improve Learning., Thomas Data Guskey
Educational, School, and Counseling Psychology Faculty Publications
Assessment retakes can improve student learning if educators clear up a few misconceptions and avoid common missteps.
Undoing The Traditions Of Grading And Reporting, Thomas R. Guskey
Undoing The Traditions Of Grading And Reporting, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
One silver lining from the ongoing public health crisis might be the lasting impact of two modified approaches to grading and reporting of the past year.
Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey
Learning From Failures: Lessons From Unsuccessful Grading Reform Initiatives, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative grading reform strategies with supporting evidence are offered, justification for their use explained, and new directions for grading reform initiatives recommended.
Eight Essential Principles For Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay Mctighe, Dylan Wiliam
Eight Essential Principles For Improving Grading, Susan Brookhart, Thomas R. Guskey, Jay Mctighe, Dylan Wiliam
Educational, School, and Counseling Psychology Faculty Publications
Done well, grading can play a key role in a balanced district assessment system.
Breaking Up The Grade, Thomas R. Guskey
Breaking Up The Grade, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
To make grading more meaningful, course grades should reflect a range of distinct criteria that make up student learning.
The Dark Side Of Assessment Literacy: Avoiding The Perils Of Accountability, Thomas R. Guskey
The Dark Side Of Assessment Literacy: Avoiding The Perils Of Accountability, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Educational measurement and evaluation experts generally agree that increasing stakeholders’ assessment literacy will yield a variety of positive benefits, especially broadening the range of assessment formats teachers use to measure students’ mastery of high level, more cognitively complex learning outcomes. But in the context of education accountability as currently structured in American schools, such efforts also may lead teachers to become more sophisticated in test preparation activities and to narrow both their instruction and classroom assessment practices specifically to enhance students’ performance on prescribed, annual high-stakes accountability assessments. This article explains why that is so, describes the process by which …
Grades Versus Comments: Research On Student Feedback, Thomas R. Guskey
Grades Versus Comments: Research On Student Feedback, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Are comments on student work superior to grades? It depends.
How Traditional Grading Contribute To Student Inequities And How To Fix It, Laura J. Link, Thomas R. Guskey
How Traditional Grading Contribute To Student Inequities And How To Fix It, Laura J. Link, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Grades have long been identified by those in the measurement community as prime examples of unreliable measurement (Brookhart, 1994; Stiggins, Frisbie, & Griswold, 1989). What one teacher considers in calculating students’ grades may differ greatly from another teacher (Guskey & Link, 2019; McMillan, 2001; McMillan, Myran, & Workman, 2002). A major factor contributing to the unreliability of grades is teachers’ inclusion of aspects of students’ behavior in the grades they assign. Despite the recommendation of experts to separate behavior from academic achievement in formulating students’ grades, teachers at all grade levels typically include student behavior as a contributing factor in …
Exploring The Factors Teachers Consider In Determining Students’ Grades, Thomas R. Guskey, Laura J. Link
Exploring The Factors Teachers Consider In Determining Students’ Grades, Thomas R. Guskey, Laura J. Link
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of …
Grading: Why You Should Trust Your Judgment, Thomas R. Guskey, Lee Ann Jung
Grading: Why You Should Trust Your Judgment, Thomas R. Guskey, Lee Ann Jung
Educational, School, and Counseling Psychology Faculty Publications
Although computerized grading programs have advantages, teachers’ judgment has been shown to be more reliable.
The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey
The Perils Of Prescribed Grade Distributions: What Every Medical Educator Should Know, Kenneth D. Royal, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
A common practice in medical education is to create a prescribed distribution of grades or ratings so that only a certain percentage of students receive the highest marks. This approach typically is employed to curb grade inflation and as a means to help faculty distinguish outstanding performers. Despite the well-intentioned reasoning for using prescribed grade distributions, a number of associated problems and probable consequences may result from this practice. Thus, the purpose of this article was to discuss the assumptions underlying this potentially unwise practice, the defensibility of this evaluation practice in the high-stakes arena of medical education, and the …
In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman
In Search Of A Useful Definition Of Mastery, Thomas R. Guskey, Eric M. Anderman
Educational, School, and Counseling Psychology Faculty Publications
What way of thinking about mastery will most effectively guide curriculum and instruction?
The Case Against Percentage Grades, Thomas R. Guskey
The Case Against Percentage Grades, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
It’s time to abandon grading scales that distort the accuracy, objectivity, and reliability of students’ grades.
Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey
Grading Exceptional Learners, Lee Ann Jung, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
This five-step model provides fair and accurate grades for students with disabilities and English language learners.
Mapping The Road To Proficiency, Thomas R. Guskey
Mapping The Road To Proficiency, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
A table of specifications provides a travel guide to help teachers move students toward mastery of standards
Helping Standards Make The Grade, Thomas R. Guskey
Helping Standards Make The Grade, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
When reporting on student work, educators need a clear, comprehensive grading system that shows how students are measuring up to standards.
Making The Grade: What Benefits Students?, Thomas R. Guskey
Making The Grade: What Benefits Students?, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Although the debate over grading and reporting practices continues, today we know which practices benefit students and encourage learning.
What You Assess May Not Be What You Get, Thomas R. Guskey
What You Assess May Not Be What You Get, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Performance-based assessments may not bring significant change in instructional practice unless teachers are provided requisite time and training.