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Table of Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii Chapter 1: Setting the Stage. . . . . . . . . . . . . . . . . . . 1 Key Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Purpose(s) for Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Underpinning Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Fairness.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Objectivity and Professional Judgment . . . . . . . . . . 12 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The 15 Fixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Chapter 2: Fixes for Practices That Distort Achievement . . . . . . . . . . . . . . . . . . . . 17 FIX 1: Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement . . . . . . . . . . . . . . . . . . . . . . . 19 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 FIX 2: Don’t reduce marks on “work” submitted late; provide support for the learner . . . . . . . . . . . . 26 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 FIX 3: Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement . . . . . . . . 31 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 FIX 4: Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement. . . . 36 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 FIX 5: Don’t consider attendance in grade determination; report absences separately. . . . . . . . . . 43 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 FIX 6: Don’t include group scores in grades; use only individual achievement evidence. . . . . . . . . . . 46 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Chapter 3: Fixes for Low-Quality or Poorly Organized Evidence. . . . . . . . . . . . . . . . . 51 FIX 7: Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals . . . . . . . . . . . . . 53 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 FIX 8: Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations. . . . . . . . . . . 61 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 FIX 9: Don’t assign grades based on student’s achievement compared to other students; compare each student’s performance to preset standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 FIX 10: Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments. . . . . . . . . . . 75 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Chapter 4: Fixes for Inappropriate Grade Calculation . . . . . . . . . . . . . . . . . . . . . . . . . . 79 FIX 11: Don’t rely only on the mean; consider other measures of central tendency and use professional judgment . . . . . . . . . . . . . . . . . . . . . . . . . 81 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 FIX 12: Don’t include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use “I” for Incomplete or Insufficient Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Chapter 5: Fixes to Support Learning . . . . . . . . . . . 93 FIX 13: Don’t use information from formative assessments and practice to determine grades; use only summative evidence . . . . . . . . . . . . . 95 Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 FIX 14: Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 FIX 15: Don’t leave students out of the grading process . Involve students; they can–and should–play key roles in assessment andgrading that promote achievement . . . . . . . . . . . . . . .111 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 Chapter 6: Summary and Reflection . . . . . . . . . . . .115 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Table of Contents
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