This analysis explores the essential criteria necessary to define standards-based grading (SBG) and to judge its effectiveness. Findings reveal that although many schools today are initiating SBG reforms, there's little consensus on what "standards-based grading" actually means. As a result, SBG implementation is widely inconsistent due…

The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic…

Exhibitions are public demonstrations of mastery that occur at culminating moments, such as at the conclusion of a unit of study, the transition from one level of schooling to the next, and graduation. Exhibitions require students to speak publicly, use evidence, present engaging visual displays, and otherwise demonstrate mastery to educators,…

Achieving learning standards is at the forefront of current educational philosophy, and is the goal of sound educational practice. That "all children can learn" and there will be "no child left behind" presume that teaching and assessment practices must benefit all children. Agreement in principle is nearly universal. Practical implementation,…

Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…