Three Principles for Fairer, More Relevant Grading: Key questions can help educators design assessments and grading systems that accurately reflect student progress and honor diverse experiences.
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| Title: | Three Principles for Fairer, More Relevant Grading: Key questions can help educators design assessments and grading systems that accurately reflect student progress and honor diverse experiences. |
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| Authors: | Chism, Dwayne1, Brookhart, Susan M.2 |
| Source: | Educational Leadership. May2025, Vol. 82 Issue 8, p34-39. 6p. |
| Subject Terms: | *Grading of students, *Education, *Students, *Teaching, Leadership |
| Abstract: | The article explores how traditional grading practices often fail to reflect students' true academic abilities by embedding cultural and behavioral biases. Topics include designing culturally relevant assessments, analyzing student work through an inclusive lens, and applying equitable grading methods. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185090707 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Three Principles for Fairer, More Relevant Grading: Key questions can help educators design assessments and grading systems that accurately reflect student progress and honor diverse experiences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chism%2C+Dwayne%22">Chism, Dwayne</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brookhart%2C+Susan+M%2E%22">Brookhart, Susan M.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. May2025, Vol. 82 Issue 8, p34-39. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article explores how traditional grading practices often fail to reflect students' true academic abilities by embedding cultural and behavioral biases. Topics include designing culturally relevant assessments, analyzing student work through an inclusive lens, and applying equitable grading methods. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185090707 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 34 Subjects: – SubjectFull: Grading of students Type: general – SubjectFull: Education Type: general – SubjectFull: Students Type: general – SubjectFull: Teaching Type: general – SubjectFull: Leadership Type: general Titles: – TitleFull: Three Principles for Fairer, More Relevant Grading: Key questions can help educators design assessments and grading systems that accurately reflect student progress and honor diverse experiences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chism, Dwayne – PersonEntity: Name: NameFull: Brookhart, Susan M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00131784 Numbering: – Type: volume Value: 82 – Type: issue Value: 8 Titles: – TitleFull: Educational Leadership Type: main |
| ResultId | 1 |
