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02215aam a2200445 i 4500 001 E68A012A134F11E6AEBAE1B2DAD10320 003 SILO 005 20160506010032 008 150427s2015 vau b 001 0 eng 010 $a 2015009093 020 $a 1416620494 (pbk. : alk. paper) 020 $a 9781416620495 (pbk. : alk. paper) 035 $a (OCoLC)908250411 040 $a DLC $b eng $e rda $c DLC $d NKM $d OSU $d OXF $d WEX $d YDXCP $d OCLCF $d BTCTA $d CDX $d STF $d IOK $d SILO 042 $a pcc 043 $a n-us--- 050 00 $a LB3060.37 $b .V37 2015 082 00 $a 371.27/2 $2 23 100 1 $a Vatterott, Cathy, $d 1951- 245 10 $a Rethinking grading : $b meaningful assessment for standards-based learning / $c Cathy Vatterott. 264 1 $a Alexandria, Virginia : $b ASCD, $c [2015] 300 $a viii, 131 pages : $b illustrations ; $c 23 cm. 504 $a Includes bibliographical references and index. 505 0 $a The culture of grading -- Why we need a new grading paradigm -- What grading looks like in the standards-based classroom -- What, how, and when to grade -- How to reform grading : making change happen -- Afterword -- Appendix. 520 $a Standards-based grading paradigm allows methods to support students rather than judge, empowers learning rather than control, gives choices rather than mandates, and dignifies failure as a part of learning.-p.37. 650 0 $a Grading and marking (Students) $z United States. 650 0 $a Educational tests and measurements $z United States. 650 0 $a Educational evaluation $z United States. 650 7 $a Educational evaluation. $2 fast $0 (OCoLC)fst00903437 650 7 $a Educational tests and measurements. $2 fast $0 (OCoLC)fst00903660 650 7 $a Grading and marking (Students) $2 fast $0 (OCoLC)fst00945795 651 7 $a United States. $2 fast $0 (OCoLC)fst01204155 856 42 $z Additional Information at Google Books $u http://books.google.com/books?vid=isbn9781416620495 941 $a 4 952 $l USUX851 $d 20240403012139.0 952 $l UUAX975 $d 20200924035601.0 952 $l OVUX522 $d 20180118063845.0 952 $l SOAX911 $d 20160506011054.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=E68A012A134F11E6AEBAE1B2DAD10320 994 $a C0 $b IOKInitiate Another SILO Locator Search