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Addressing inconsistencies in grading practices

Phi Delta Kappan, 2024-05, Vol.105 (8), p.52-57

Guskey, Thomas R.

2024

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What We Know about Grading: What Works, What Doesn't, and What's Next

ASCD, 2019

2019

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Can grades be an effective form of feedback?

Phi Delta Kappan, 2022-11, Vol.104 (3), p.36-41

Guskey, Thomas R.

2022

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GRADES VERSUS COMMENTS: Research on student feedback

Phi Delta Kappan, 2019-11, Vol.101 (3), p.42-47

Guskey, Thomas R.

2019

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What Works in Professional Development?

Phi Delta Kappan, 2009-03, Vol.90 (7), p.495-500

2009

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Professional Development and Teacher Change

Teachers and teaching, theory and practice, 2002-08, Vol.8 (3), p.381-391

Guskey, Thomas R.

2002

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Faz diferença? Avaliando a formação continuada

Estudos em Avaliação Educacional (Impresso), 2023-03, Vol.34, p.e10106

Guskey, Thomas R.

2023

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A Century of Grading Research: Meaning and Value in the Most Common Educational Measure

Review of educational research, 2016-12, Vol.86 (4), p.803-848

2016

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Learning from Failures: Lessons from Unsuccessful Grading Reform Initiatives

NASSP bulletin, 2021-09, Vol.105 (3), p.192-199

Guskey, Thomas R

2021

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Is standards-based grading effective?

Theory into practice, 2022-10, Vol.61 (4), p.406-417

2022

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Exploring the factors teachers consider in determining students' grades

Assessment in education : principles, policy & practice, 2019-05, Vol.26 (3), p.303-320

2019

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Interpreting Average Effect Sizes: Never a Center without a Spread

NASSP bulletin, 2019-12, Vol.103 (4), p.273-280

Guskey, Thomas R

2019

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What Makes Professional Development Effective?

Phi Delta Kappan, 2003-06, Vol.84 (10), p.748-750

Guskey, Thomas R.

2003

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The Impact of Standards-Based Learning: Tracking High School Students' Transition to the University

NASSP bulletin, 2020-12, Vol.104 (4), p.257-269

2020

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Answers to essential questions about standards, assessments, grading, & reporting

National Professional Resources, Inc, 2013

2013

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Grading exceptional and struggling learners

Corwin, 2012

2012

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What do grades mean? Variation in grading criteria in American college and university courses

Assessment in education : principles, policy & practice, 2020-09, Vol.27 (5), p.480-500

2020

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Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery”

Journal of advanced academics, 2007-11, Vol.19 (1), p.8-31

Guskey, Thomas R.

2007

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Class rank weighs down true learning

Phi Delta Kappan, 2014-03, Vol.95 (6), p.15-19

Guskey, Thomas R.

2014

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Standards-based grading and reporting will improve education

Phi Delta Kappan, 2015-04, Vol.96 (7), p.64-68

2015

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On the appropriateness of norm- and criterion-referenced assessments in medical education

Ear, nose, & throat journal, 2015-07, Vol.94 (7), p.252-254

2015

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High Stakes Performance Assessment: Perspectives on Kentucky's Educational Reform

Guskey, Thomas R., Ed

1994

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Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know

Journal of veterinary medical education, 2015-09, Vol.42 (3), p.242-244

2015

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Practical solutions for serious problems in standards-based grading

2009

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Parents’ and teachers’ perceptions of standards-based and traditional report cards

Educational assessment, evaluation and accountability, 2014-08, Vol.26 (3), p.289-299

2014

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Addressing inconsistencies in grading practices

What We Know about Grading: What Works, What Doesn't, and What's Next

Can grades be an effective form of feedback?

GRADES VERSUS COMMENTS: Research on student feedback

What Works in Professional Development?

Professional Development and Teacher Change

Faz diferença? Avaliando a formação continuada

A Century of Grading Research: Meaning and Value in the Most Common Educational Measure

Learning from Failures: Lessons from Unsuccessful Grading Reform Initiatives

Is standards-based grading effective?

Exploring the factors teachers consider in determining students' grades

Interpreting Average Effect Sizes: Never a Center without a Spread

What Makes Professional Development Effective?

The Impact of Standards-Based Learning: Tracking High School Students' Transition to the University

Answers to essential questions about standards, assessments, grading, & reporting

Grading exceptional and struggling learners

What do grades mean? Variation in grading criteria in American college and university courses

Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery”

Class rank weighs down true learning

Standards-based grading and reporting will improve education

On the appropriateness of norm- and criterion-referenced assessments in medical education

High Stakes Performance Assessment: Perspectives on Kentucky's Educational Reform

Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know

Practical solutions for serious problems in standards-based grading

Parents’ and teachers’ perceptions of standards-based and traditional report cards

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