Differentiated assessment and grading: Fair isn't always equal


Teachers and administrators across disciplines are hungry for clear direction on how to handle the awkward "flashpoint" issues that arise when grading against standards. Being sensitive to students' readiness levels and learning preferences, while holding all accountable for the same standards can be a challenge -- what's fair and leads to real student learning? This Web seminar provides a candid look at the standards-based assessment and grading in a differentiated classroom. Topics include: formative versus summative assessments, zeroes versus 50s, grading late work, handling retakes and redoes, identifying acceptable evidence of standards in students' work, grading homework, incorporating effort or not, grading students in inclusion classes, setting up the grade books, report card design, 100 versus. 4.0 scales, and much more. Read on.

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