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K-12 Evaluated Resource Collection

Grading Smarter Not Harder

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Author/Publisher/Website: Dueck, M.
Copyright: 2014
Evaluation/Record Entry Date: May/2019
Submitting suppliers/Website: Not Available
Primary Identifier: 9781416618904
Recommended Grades and Subjects/Courses: K-12
(View recommended grades and subjects)

Resource Description

This engaging, user-friendly teacher resource presents practical strategies for new methods of evaluation and grading based on student learning and understanding. Useful for teachers at any grade level, the resource is divided into five sections: Grading, Homework, Unit Plans, Retesting, and Creativity, and discusses issues with present methods and provides strategies to revamp assessment. Each chapter includes frequently asked questions, templates that can be reproduced and adjusted for personal use, as well as personal anecdotes from the author’s experiences.

CURRICULUM FIT

Does the resource support BC curriculum?
Extensively
This product supports the Core Competencies of the BC curriculum:
Communication
Creative Thinking
Critical thinking
Personal Awareness and Responsibility
Comments:
This resource supports evaluation in all areas of the new curriculum. Many of the ideas suggested, such as the sample interactive unit plan, would be valuable to use as snapshots of student learning. Many of the ideas discussed focus on student-based and project-based learning. The BC curriculum states, "Classroom assessments are an integral part of the instructional process and can serve as meaningful sources of information about student learning." This resource helps guide teachers toward meaningful assessments. Even though the resource is written with a secondary focus, many of the ideas can be adapted for elementary and middle school.

SOCIAL CONSIDERATIONS

Social Considerations Comments:
There are no social considerations for this book.

GENERAL CONTENT

Content
Should this product be identified as Canadian?
Yes
Is the resource engaging?
Moderately
Is the content current for the intended curriculum and grade?
Extensively
Is the content accurate for the intended curriculum and grade?
Extensively
Is the content timely and important for student broad understandings?
Extensively
Audience:
Does the resource provide opportunities for creative and critical thinking?
Extensively
Can the content be differentiated?
Moderately
Is the level of detail appropriate?
Extensively
Comments:
This is a teacher resource manual so the questions about student engagement and interest are not applicable. The resource is easy to read and well laid out, making it user friendly for teachers.

TECHNICAL DESIGN

Does the resource make effective use of the medium?
Extensively
Is the location of illustrations appropriate?
Extensively
Is the resource easy to use?
Extensively
Is the use of font, text size and presentation uniform?
Extensively
Are extraneous elements/illustrations kept to a minimum?
Extensively
Comments:
This is a teacher resource book. The main part of the book is broken into five easy-to-read chapters. The author also includes an acknowledgment section, forward, and introduction at the beginning of the book. It ends with a concluding chapter that discusses relationships, a section on references, and an index followed by a short bibliographical piece about the author.

INSTRUCTIONAL DESIGN

Is the instructional design effective and appropriate for the intended audience?
Extensively
Is the resource suitable for a wide range of learning and teaching styles?
Extensively
Are the instructional elements consistent with the purpose of the resource?
Extensively
Are the concepts clearly explained?
Extensively
Does the progression in learning go from the simple to the complex?
Extensively
Are the content chunking and sequencing appropriate?
Extensively
Does the resource provide multiple strategies to help learners construct meaning?
Extensively
Does the resource support a gradual release of responsibility i.e. explicit instruction, guided practice, independent learning?
Extensively
Does the resource provide varied opportunities to demonstrate learning and extend thinking?
Extensively
Does the resource provide appropriate tools for assessment?
Extensively
Does the resource support the transfer of learning to personal or applied contexts?
Extensively
Comments:
The instructional elements of this resource are directed towards teachers. The above checklist has been filled in looking at the teacher as the student. The ideas in the book are well explained while being left open-ended enough to allow for personal adjustments. The format of beginning with the problem and then suggesting strategies to solve these problems is very user friendly.

PROFESSIONAL PRINT

Does the resource support the philosophy and pedagogy of one or more BC curriculum?
Extensively
Does the resource support the development of educators as reflective practitioners?
Extensively
Does the resource provide support for instructional planning?
Extensively
Does the resource support instructional delivery?
Extensively
Does the resource support teachers with practical ideas when attempting change?
Extensively
Is the scope and depth of topics covered consistent with the purpose of the resource?
Extensively
Descriptors:
Is grounded in current pedagogical theory
Cites research base
Gives suggestions of student activities
Contains samples of student work
Provides teacher anecdotes
Has reproducibles (e.g. black line masters).
Contains formative assessment tools
Contains summative assessment tools
Provides opportunities for differentiation
Provides suggestions for further reading
Contains discussion guide for study groups
Has cross-curricular applications
Is relevant for primary
Is relevant for intermediate
Is relevant for secondary
Comments:
This easy-to-read resource is divided into 5 main sections: Grading, Homework, Unit Plans, Retesting, and Creativity. Each section begins with a discussion of how traditional methods affect the topic and problems created by these. It then moves on to potential problems of the topic being discussed. Following these problems is a section on strategies for addressing the potential problems. There is then a conclusion to the chapter followed by frequently asked questions which the author answers from his insight and experiences. Within each chapter there are templates, not blackline masters, which could be reproduced and adjusted for personal use. Each chapter also contains personal stories.

ADDITIONAL COMMENTS

Readability:
At intended grade level(s)
Comments:
While this book is published in the USA and is part of ASCD Learn.Teach.Lead from Alexandrian, Virginia, the author is a Canadian. ASCD offers online study guides for their publications. Figures from the book can be downloaded at: www.ascd.org/ascd/pdf/books/dueck2014figures.pdf.

SUGGESTED CLASSROOM USAGE

Comments:
This book is a teacher resource. The concepts in it could be used by any teacher at any grade level. Teachers could use the resource to gain ideas and insights into concepts such as retesting and homework. There is also a chapter on unit planning which would be helpful when planning with the end in mind. Rubrics and planning sheets are included throughout the book and are also available at : www.ascd.org/ascd/pdf/books/dueck2014figures.pdf
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