000			03798cam a2200421 a 4500
001			ocn326509107
003			OCoLC
005			20251028093208.0
008			090720s2010 caua b 001 0 eng
010			_a 2009029085
035			_a(Sirsi) i9780470502150
035			_a(Sirsi) i9780470502150
040			_aDLC _cDLC _dBTCTA _dC#P _dCDX _dIAY _dUKM _dEZU _dDEBBG _dEDK _dPCT _dVF$
015			_aGBA984151 _2bnb
016	7		_a015356918 _2Uk
020			_a9780470502150 (pbk.)
020			_a0470502150 (pbk.)
035			_a(OCoLC)326509107
043			_an-us---
050	0	0	_aLB 2368 _b.W35 2010
049			_aVF$A
100	1		_aWalvoord, Barbara E. Fassler, _d1941-
245	1	0	_aEffective grading : _ba tool for learning and assessment in college / _cBarbara E. Walvoord, Virginia Johnson Anderson.
250			_a2nd ed.
260			_aSan Francisco, CA : _bJossey-Bass, _cc2010.
300			_axii, 255 p. : _bill. ; _c28 cm.
490	1		_aThe Jossey-Bass higher and adult education series
504			_aIncludes bibliographical references (p. 237-247) and index.
505	0		_aPreface to the second edition -- Authors -- 1: Introduction -- Part 1: Grading In The Classroom -- 2: Clarifying goals, constructing assignments -- 3: Fostering healthy student motivation -- 4: Establishing criteria and standards for grading -- 5: Linking teaching, learning, and grading -- 6: Managing time for teaching, learning, and responding -- 7: Making grading more time-efficient -- 8: Calculating course grades -- 9: Communicating with students about their grades -- 10: Using the grading process to improve teaching -- Part 2: How Grading Serves Broader Assessment Purposes -- 11: Assessment for departments and general education -- 12: Case studies of departmental and general education assessment -- 13: Assessment for grant proposals -- Appendix A: Examples of rubrics -- Appendix B: Example of departmental assessment report -- References -- Index.
520			_aFrom the Publisher: The second edition of Effective Grading-the book that has become a classic in the field-provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading. Authors Barbara E. Walvoord and Virginia Johnson Anderson explain that grades are not isolated artifacts but part of a process that, when integrated with course objectives, provides rich information about student learning, as well as being a tool for learning itself. The authors show how the grading process can be used for broader assessment objectives, such as curriculum and institutional assessment. This thoroughly revised and updated edition includes a wealth of new material including: Expanded integration of the use of technology and online teaching; A sample syllabus with goals, outcomes, and criteria for student work; New developments in assessment for grant-funded projects; Additional information on grading group work, portfolios, and service-learning experiences; New strategies for aligning tests and assignments with learning goals; Current thought on assessment in departments and general education, using classroom work for program assessments, and using assessment data systematically to "close the loop"; Material on using the best of classroom assessment to foster institutional assessment; New case examples from colleges and universities, including community colleges.
650		0	_aGrading and marking (Students) _zUnited States.
650		0	_aCollege students _xRating of _zUnited States.
650		0	_aEducational tests and measurements _zUnited States.
650		0	_aEducation, Higher _zUnited States.
700	1		_aAnderson, Virginia Johnson, _d1939-
830		0	_aJossey-Bass higher and adult education series.
999			_c130330 _d130330