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Fair Isn't Always Equal, 2nd Edition
Assessment and Grading in the Differentiated Classroom
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What’s both fair and leads to real student learning? An internationally recognized expert on grading practices, Rick Wormeli first examined these questions 10 years ago in the first edition of Fair Isn’t Always Equal. In this thoroughly updated second edition, Rick provides a catalyst for serious reflection on current grading and assessment practices in differentiated classrooms.
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Fair Isn’t Always Equal outlines coherent and effective standards-based grading practices for a high-stakes, accountability-focused world. Recognizing the importance of having a shared school vision for assessment and grading, Rick addresses the challenges for teachers and administrators alike.
Educators from kindergarten to high school will find real examples and gray areas of grading. Rick tackles important and sometimes controversial assessment and grading issues constructively, incorporating modern pedagogy and the challenges of working with diverse groups of students. New sections address sports eligibility, honor roll, descriptive feedback techniques, and gifted/talented students. Chapters on test questions, redos/retakes, grading scales, and grading effort and behavior have been revised extensively.
This important book clearly explains the principles behind best grading practices so that you’re ready for all grading questions or realities that you may encounter in your classrooms and schools.
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Reading Fair Isn’t Always Equal inspires me to be a better teacher. This is not a book to browse through over summer vacation. This is a book to work with, to take chapter by chapter and use to assess your own assessment and grading practices. This is a book to commit to, with a community of colleagues, to discuss, to debate, to share. It is a book for teachers and administrators.
Jennifer Randall
Rick Wormeli: Fair Isn't Always Equal, Second Edition
About the Author(s)
Table of Contents
Preface
Acknowledgments
SECTION I: DIFFERENTIATION AND MASTERY
Chapter 1 Fair to All: The Mind-Set for Differentiated Instruction
Chapter 2 Principled Assessment and Grading
Chapter 3 Mastery
SECTION II: ASSESSMENT
Chapter 4 Assessment: Begin with the End in Mind
Chapter 5 Descriptive Feedback and Student Self-Assessment
Chapter 6 Principles of Effective Assessment for the Differentiated Classroom
Chapter 7 Assessment Integral to Lesson Design
Chapter 8 Tiering Assessments
Chapter 9 Rubrics
Chapter 10 Creating Good Test Questions
SECTION III: GRADING
Chapter 11 The Relative Nature of Grades and Their Definitions
Chapter 12 Why Do We Grade, and What About Effort, Attendance, and Behavior?
Chapter 13 Honor Roll?
Chapter 14 It's Time to Stop Averaging
Chapter 15 Ten Grading Practices to Avoid
Chapter 16 Redos and Retakes
Chapter 17 Five Burning Grading Issues
Chapter 18 Grading Scales
Chapter 19 Gradebooks and Report Cards
Chapter 20 Putting It All Together: How Do Differentiating Teachers Assess and Grade Differently?
Glossary
Bibliography
Index
