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Formative Assessment & Standards-Based Grading

  • Title:Formative Assessment & Standards-Based Grading
  • Author:Robert Marzano
  • Publication Date:October 2009
  • Grade Level:K-12
  • ISBN:9780982259221
  • Publisher:Marzano Research Laboratory

Learn everything you need to know to implement an integrated system of assessment and grading that will enhance your teaching and your students’ learning. Dr. Robert J. Marzano details the specific benefits of formative assessment—assessment that is used during instruction rather than at the end of a course or unit. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. Detailed examples brings each concept to life, and exercises help reinforce the content.

The second book in The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice.

Benefits:

  • Identifies three types of formative classroom assessments that should be used in a comprehensive system and explains how to design them
  • Explains the difference between “standards-based” and “standards-referenced” systems
  • Explains why it is usually inappropriate to use the 100-point scale in conjunction with formative assessment
  • Describes a systematic approach to the design and use of rubrics
  • Presents four basic approaches to tracking student progress and provides reproducible grade sheets
  • Discusses the use of technology in tracking progress and generating reports
  • Addresses the issue of grades for teachers using formative approaches
  • Includes an appendix that clearly explains the concept of effect size
  • Provides exercises to help readers assess and reinforce their understanding of the new strategies
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Author Bio

Dr. Robert J. Marzano is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.

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