Effective Grading Practices for Secondary Teachers - by Dave Nagel (Paperback)

About the Book

Enacting an effective grading system that emphasizes the secondary student's learning process!

The book is written in an articulate and direct format that highlights successful practices, programs and activities that support effective implementation of changing grading systems.

• Providing research of grading reforms that were enacted by an active teacher dialogue with the student's perspective taken into consideration
• Addressing the shortcomings of no failure policies in the overall learning process
• Researching perception of effort limitations and the impact of grades given to the student by an instructor
• Considering restraints of grading policies due to vagueness and constrictive focus

Review Quotes

"David Nagel offers an insightful and articulate voice to secondary improvement and alignment through grading practices. His tried and true methods through working with real districts provides a starting place and examples for others to follow. A must-read for anyone serious about ensuring student engagement through meaningful feedback. Tri-Creek is very appreciative of the expertise he provided in our journey to align grading practices."

"This book makes the most compelling case to date for transforming grading practices at the secondary level. Every chapter is rich with convergent research and supported by effective analogies and examples. The argument strength for changing secondary grading practices builds from chapter to chapter and is bolstered through a logical arrangement of information. Anyone who reads this book will seek immediately to proactively find ways to solve the grading problems in their district. Simply stated, Dave's synthesis of all of the available research on grading is irrefutable evidence that will lead to transformational changes in grading!"

A must read for anyone looking to gain further insight into effective grading practices. Dave not only provides a solid direction on how to navigate through changing grading practices, he also provides authentic examples of the challenges that often arise while doing so. A very accurate picture is provided so a solid understanding can be had about why grading practices need to shift, what the process in doing so truly entails, and suggestions to support success in change and implementation.

Dave's book provides great perspective on the why and how behind changing grading practices. While the process will often encounter barriers, as Dave authentically articulates throughout his book, the equity it brings to grading for students is imperative and necessary if grades are truly going to represent an indication of student mastery against cartneared objectives. An excellent resource for anyone in education.