Changing the Way We Grade Student Performance: Classroom Assessment and the New Learning Paradigm: New Directions for Teaching and Learning, Number 74 (J-B TL Single Issue Teaching and Learning) - Softcover

Anderson, Rebecca S.; Speck, Bruce W.

 
9780787942786: Changing the Way We Grade Student Performance: Classroom Assessment and the New Learning Paradigm: New Directions for Teaching and Learning, Number 74 (J-B TL Single Issue Teaching and Learning)
Softcover
ISBN 10: 0787942782 ISBN 13: 9780787942786
Publisher: Jossey-Bass, 1998

Synopsis

Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners.They draw on their own classroom experience to explain how to use each assessment measure presented--including developing criteria, integrating peer and self-assessment, and assigning grades--and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning.

"synopsis" may belong to another edition of this title.

About the Author

REBECCA S. ANDERSON is codirector of the Memphis Urban Writing Institute and assistant professor at the University of Memphis. BRUCE W. SPECK is professor of English and acting director of the Center for Academic Excellence at the University of Memphis.

From the Back Cover

Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners. They draw on their own classroom experience to explain how to use each assessment measure presented―including developing criteria, integrating peer and self-assessment, and assigning grades―and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section.

From the Inside Flap

Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners. They draw on their own classroom experience to explain how to use each assessment measure presented―including developing criteria, integrating peer and self-assessment, and assigning grades―and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section.

"About this title" may belong to another edition of this title.

Publisher
Jossey-Bass
Publication date
1998
Language
English
ISBN 10 
0787942782
ISBN 13 
9780787942786
Binding
Paperback
Edition number
1
Number of pages
111