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Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn, by Myron Dueck
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All the talk of closing the achievement gap in schools obscures a more fundamental issue: do the grades we assign to students truly reflect the extent of their learning? In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student understanding of content. In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for
* Ensuring that grades measure what students know without punishing them for factors outside their control.
* Critically examining the fairness and effectiveness of grading homework assignments.
* Designing and distributing unit plans that make assessment criteria crystal-clear to students.
* Creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests.
Grading Smarter, Not Harder is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. Written with abundant humor and heart, this book is a must-read for all teachers who want their grades to contribute to, rather than hinder, their students' success.
- Sales Rank: #34709 in Books
- Published on: 2014-07-04
- Original language: English
- Number of items: 1
- Dimensions: 10.04" h x .41" w x 7.88" l, .0 pounds
- Binding: Paperback
- 179 pages
From the Inside Flap
All the talk of closing the achievement gap in schools obscures a more fundamental issue: do the grades we assign to students truly reflect the extent of their learning? In this lively and eye-opening book, educator Myron Dueck reveals how many of the assessment policies that teachers adopt can actually prove detrimental to student motivation and achievement and shows how we can tailor policies to address what really matters: student understanding of content. In sharing lessons, anecdotes, and cautionary tales from his own experiences revamping assessment procedures in the classroom, Dueck offers a variety of practical strategies for
Ensuring that grades measure what students know without punishing them for factors outside their control.
Critically examining the fairness and effectiveness of grading homework assignments.
Designing and distributing unit plans that make assessment criteria crystal-clear to students.
Creating a flexible and modular retesting system so that students can improve their scores on individual sections of important tests.
Grading Smarter, Not Harder is brimming with reproducible forms, templates, and real-life examples of grading solutions developed to allow students every opportunity to demonstrate their learning. Written with abundant humor and heart, this book is a must-read for all teachers who want their grades to contribute to, rather than hinder, their students' success.
About the Author
Myron Dueck is a vice-principal and teacher in School District 67 in British Columbia, Canada. He has previously taught in Manitoba and on the South Island of New Zealand. Over the past 17 years of teaching, Myron has had experience in a variety of subjects ranging from grades 3 to 12. As a teaching and administrative leader, Myron has been a part of district work groups and school assessment committees that have further broadened his access to innovative steps taken by others. He has presented his student-friendly assessment procedures to fellow educators in British Columbia, California, Idaho, Kentucky, Nevada, Oregon, Texas, Washington, and Greece. Recently, Myron has presented in both Los Angeles and Chicago at the ASCD Annual Conference and has twice been published in Educational Leadership magazine.
Most helpful customer reviews
10 of 10 people found the following review helpful.
I'd like to give this 3 1/2 stars
By T. Miller
I'd like to give this 3 1/2 stars, because I think it is a good book for some, but will be less helpful for others. Dueck does indeed have some good ideas on assessment and he does a decent job of explaining how to implement them and does a better job of explaining why they are useful. The format of the book is easy to follow and even the personal stories that he occasionally interrupts with are not too distracting (I suspect in the book version they are off to the side, but in the Kindle version they tend to come in the middle of discussions). The thing I like most are the templates that he has created for ease of implementation for some of these ideas; that is primarily where my bookmarks lie.
However, I would not recommend this book if you are someone who keeps up-to-date with current professional literature. His ideas are good, but not new. I've read about them and the research he uses to justify them in other places. Even the reviewer before me points out that he had been using them for many years before this book was published. If you have an extensive professional library, you probably don't need to add this book to it. But if you are new to the profession and/or haven't kept up with current trends, then I think this book would be an excellent introduction to the practices he discusses.
12 of 16 people found the following review helpful.
Not in the Real World
By Brian A. Foster
There are a couple of good ideas in this book, but the majority of the ideas assume a lot about reality that simply do not exist. I agree that no one should ever issue grades for behavior, and I don't. However, Dueck's approaches to grading and homework reveal internal inconsistency, illogical constructs, and false notions of the real world. For example, Dueck argues that adopting his approaches will lead to reduced teacher work. How is that ever possible if students should not only have retests, but should have segmented retests supported by self-assessment sheets, all of which require teacher production, review, and grading? I believe in retests in certain situations. I more strongly believe—as Dueck does anecdotally—that student knowledge should be tested not necessarily just on paper, but also orally. But to allow a constant string of retests would more than double my time in test construction alone.
Dueck also states that only in the educational world do people take tests, and on that basis he questions the validity of testing procedures. No, he's wrong. I worked for decades in the "real world," and we are tested each and every day. Perhaps Dueck does not recognize such tests because they are usually all-or-nothing, high stakes tests, where if you don't reach a high degree of performance (proficiency or achievement in the education world), you're fired. Imagine a barista who does not show up to work. Does he/she "earn" half their salary? Of course not. Yet, Dueck says that everyone should get a score of at least 50% even if they do nothing. Imagine that this barista got only 70% of the orders right that day. Would the supervisor give the barista a warm thank you and issue a "C" grade? No, the barista would probably be fired. In fact, baristas need to get almost every single order right on a consistent basis to avoid being fired. In other words, they need to score an "A" to keep their jobs. Those are real world tests. Teaching kids that the real world will accept poor performance—or even no performance at all—is tantamount to lying to them and setting them up for failure in the real world.
Dueck also delves into the area of group work and grading for group work. One of the current mantras of the educational world is that students learn best in groups. Indeed they might in those school cultures that are relatively homogeneous, supportive, and honor achievement. In my experience, in any group project there are students who do nothing or virtually nothing and rely on the "smart" kids to do their work to get good grades. It's the coattail effect. In the real world, teams quickly ferret out those who do not do work, and they are given the choice of being responsible or being fired. It is common for supervisors to tell employees that if they don't fit with the team, they will be let go. You cannot fire or expel kids from school. Instead, the "performing" kids resent those depending on them and the "struggling" kids smugly accept their good grades for doing little or nothing. Dueck notes this problem, but then still encourages group work, project work, and creative group assignments because, as he notes, there is nothing that encourages or inspires kids more than being able to bounce ideas off each other and show off their work to their fellow students. Really? Has Dueck not had students who refuse to contribute to their groups, who refuse to explain their part in the project—or even to speak at all?
While Dueck means well, and perhaps his experience in his schools support his findings, the bases for his arguments are not rooted in the real world. I know what works with my struggling students, because when given the latitude and support to do so, I have improved their knowledge, their grades, and their self-esteem. When a school couples high behavioral standards with honest assessments of honest effort and then teaches them with more than just textbook reading and worksheet completion, students learn. If you award students for work they do not do or do not do well, then any level of "achievement" and self-esteem is hollow and will eventually crumble, especially when they discover that the real world is not as forgiving as they were led to believe.
4 of 5 people found the following review helpful.
A Practical and Effective Guide Based on What the Great Teachers Do
By Stephen Phelps
This book skillfully applies research in learning and motivation to traditional school courses. Myron Dueck outlines practices I learned to use in the second half of my teaching career when teaching Advanced Placement courses from the 1980s through 2008. These techniques resulted in greater student learning and motivation, eliminated student and parent complaints, and increased student respect for learning and for each other. The mean student pass rates increased from about the 70th percentile to the 90th percentile or higher. The number of students who scored 4s and 5s increased from a mean of about 50% to 80% or higher when I used these techniques. Of course, there is no substitute for the teacher's subject knowledge and teaching, motivational and relation al skills. I see these same results from the many teachers who use these techniques in my current school. Steve Phelps, Ed.D, President, Bishop O'Dowd High School, Oakland California.
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