What's the Purpose of This Book? / Rick Stiggins --
How Is This Book Organized? / Rick Stiggins --
Changes in the Fourth Edition / Rick Stiggins --
How Can This Book Be Used? / Rick Stiggins --
What Grading Terminology Is Needed? / Rick Stiggins --
What Is the Context of Grading? / Rick Stiggins --
Educator Contribution: Professional Judgment / Rick Stiggins --
How Do These Concepts Affect Classroom Assessment? / Damian Cooper --
Why Grade? / Damian Cooper --
What Are the Underlying Perspectives on Grading? / Damian Cooper --
Standards-Based Grading / Damian Cooper --
Educator Contribution: Student Voices on Standards-Based Grading / Damian Cooper --
Grading "Gym" / Katie Budrow --
Grading Issues / Katie Budrow --
Guidelines for Grading / Katie Budrow --
Guideline 1 / Katie Budrow --
The Case of Donald's Meaningless English Grade / Katie Budrow --
What's the Purpose of the Guideline? / Katie Budrow --
What Are the Key Elements of the Guideline? / Katie Budrow --
Educator Contribution: Focus on Standards / Katie Budrow --
Educator Contribution: Letter to Parents: 2016-2017 / Carol Commodore --
Science Grading Process / Ken Mattingly --
Educator Contribution: Basing Grades on Standards / Ken Mattingly --
Educator Contribution: A Standards-Based Algebra Exam Outline / Laurie Ransom --
Educator Contribution: Prioritizing Standards for Determining Proficiency / Megan Moran --
What's the Bottom Line? / Megan Moran --
What's My Thinking Now? / Megan Moran --
A Reflection on Guideline 1 / Megan Moran --
Guideline 2 / Megan Moran --
The Case of Sally's Shocking Grade / Megan Moran --
What's the Purpose of the Guideline? / Megan Moran --
What Are the Key Elements of the Guideline? / Megan Moran --
Educator Contribution: The Power of the Pyramid: A Protocol for Collaborative Drafting and Consensus Building / Megan Moran --
Educator Contribution: Using Criterion-Referenced Performance Standards as Reference Points to Determine Grades / Jake Dibbert / Michelle Kuhns / Jennifer Mendes / Michelle Remington --
Educator Contribution: Target-Based Grading in Collaborative Teams / Natalie Bolton --
What's the Bottom Line? / Tom Hierck / Garth Larson --
What's My Thinking Now? / Tom Hierck / Garth Larson --
A Reflection on Guideline 2 / Tom Hierck / Garth Larson --
Guideline 3 / Tom Hierck / Garth Larson --
The Case of Rick's Mysterious Falling Grade / Tom Hierck / Garth Larson --
What's the Purpose of the Guideline? / Tom Hierck / Garth Larson --
What Are the Key Elements of the Guideline? / Tom Hierck / Garth Larson --
Educator Contribution: Grading Individual Achievement and Reporting Behavior, Effort, and Participation Separately / Tom Hierck / Garth Larson --
Educator Contribution: Flexible Learning Time Provides a System Approach to Differentiation in a Competency Education School / Laurie Ransom --
Educator Contribution: Facilitating Student Reflection on the Learning Process / Brian Stack --
What's the Bottom Line? / Denine Laberge --
What's My Thinking Now? / Denine Laberge --
A Reflection on Guideline 3 / Denine Laberge --
Guideline 4 / Denine Laberge --
The Case of Heather's Grim Grade / Denine Laberge --
What Is Formative Assessment? / Denine Laberge --
What's the Purpose of the Guideline? / Denine Laberge --
What Are the Key Elements of the Guideline? / Denine Laberge --
Educator Contribution: The Impact of Understanding the Real Purpose of Formative Assessment / Denine Laberge --
Educator Contribution: Using Descriptive Feedback to Develop Self-Regulation for Learning / Hugh O'Donnell --
Educator Contribution: 10 Strategies for Lightning Quick Feedback That Students Can Really Use / Richard M. Cash --
Educator Contribution: Homework and Responsibility / Matt Miller --
What's the Bottom Line? / Connie Hamilton --
What's My Thinking Now? / Connie Hamilton --
A Reflection on Guideline 4 / Connie Hamilton --
Guideline 5 / Connie Hamilton --
The Case of Sandeep's Amazing Improvement / Connie Hamilton --
What's the Purpose of the Guideline? / Connie Hamilton --
What Are the Key Elements of the Guideline? / Connie Hamilton --
Educator Contribution: The End of Marking Periods / Connie Hamilton --
Educator Contribution: Thoughts on Relearning and Reassessing for Full Credit / Mike Kelly --
Educator Contribution: Emphasizing More Recent Evidence / Rick Wormeli --
Educator Contribution: Multiple-Opportunity Assessment / Denine Laberge --
What's the Bottom Line? / Nathan Wear --
What's My Thinking Now? / Nathan Wear --
A Reflection on Guideline 5 / Nathan Wear --
Guideline 6 / Nathan Wear --
The Case of Charlene's Inaccurate Grades / Nathan Wear --
What's the Purpose of the Guideline? / Nathan Wear --
What Are the Key Elements of the Guideline? / Nathan Wear --
Educator Contribution: Rejecting the Average / Nathan Wear --
Educator Contribution: The Consequence for Not Doing Your Work...Is Doing Your Work / Douglas Reeves --
Educator Contribution: A Common Approach to Building the Brickhouse Culture-Power of ICU Assignments / Sherri Nelson --
Educator Contribution: Amnesty Days / Cory Strasser --
Educator Contribution: Leveled Assessment and Grading at University of Toronto Schools / Dave Nagel --
Educator Contribution: Determining Grades / Rosemary Evans --
What's the Bottom Line? / Arthur Chiaravalli --
What's My Thinking Now? / Arthur Chiaravalli --
A Reflection on Guideline 6 / Arthur Chiaravalli --
Guideline 7 / Arthur Chiaravalli --
The Case of Rob's "Bad" Grade / Arthur Chiaravalli --
What's the Purpose of the Guideline? / Arthur Chiaravalli --
What Are the Key Elements of the Guideline? / Arthur Chiaravalli --
What's the Bottom Line? / Arthur Chiaravalli --
What's My Thinking Now? / Arthur Chiaravalli --
A Reflection on Guideline 7 / Arthur Chiaravalli --
Guideline 8 / Arthur Chiaravalli --
The Case of Huang's Lunchtime Surprise / Arthur Chiaravalli --
What's the Purpose of the Guideline? / Arthur Chiaravalli --
What Are the Key Elements of the Guideline? / Arthur Chiaravalli --
Educator Contribution: Helping Students Understand the Assessment and Grading Process / Arthur Chiaravalli --
Educator Contribution: Talk About Assessment With Your Students...Often / Myron Dueck --
Educator Contribution: Assessment As Learning: What? Why? How? / Tom Buckmiller --
Educator Contribution: Students Assessing Their Own Learning / Lorna Earl --
Educator Contribution: Checking for Student Understanding / John Kerr --
Educator Contribution: Student Test Analysis / Matt Townsley --
Educator Contribution: Using an Online Portfolio Platform to Enhance Self-Assessment / Denine Laberge --
What's the Bottom Line? / Arthur Chiaravalli --
What's My Thinking Now? / Arthur Chiaravalli --
A Reflection on Guideline 8 / Arthur Chiaravalli --
Grading Exceptional Students / Arthur Chiaravalli --
Educator Contribution: Differentiated Assessment and Grading Model: DiAGraM / Arthur Chiaravalli --
Legal Issues Related to Grading / Lee Ann Jung --
Competency-or Proficiency-Based Education / Lee Ann Jung --
External Influences on Grading Practices / Lee Ann Jung --
Report Cards / Lee Ann Jung --
Educator Contribution: Developing Effective Communication of Student Achievement at a Middle School / Lee Ann Jung --
Parent Portals/Online Gradebooks / Rob Gohr --
Informal Communications / Rob Gohr --
Educator Contribution: Communicating Student Achievement More Effectively in a High School / Rob Gohr --
Parent/Teacher/Student Conferencing / Arthur Chiaravalli --
Educator Contribution: Student-Led Conferencing / Arthur Chiaravalli --
Portfolios / Sarah Craig --
Educator Contribution: The Benefits of Using E-Portfolios / Sarah Craig --
The Final Words / Ian Landy --
Educator Contribution: Issues in the Use of Technology for Communicating Student Achievement / Ian Landy --
Eight Educator Contributions / Kent Brewer --
Educator Contribution: Leading Change / Kent Brewer --
Educator Contribution: Changing Toward Standards-Based Reporting at the International School of Havana / Lori Jeschke --
Educator Contribution: How Do We Even Start All of This? / Michael Lees --
Educator Contribution: Implementing Grading and Reporting Change in a High School / Becca Lindahl --
Educator Contribution: Providing Learning Experiences for Teachers / Michelle Kuhns / Michelle Remington --
Educator Contribution: Standards-Based Grading Implementation / Derek Oldfield --
Educator Contribution: Changing Assessment and Communication of Student Achievement / Garnet Hillman --
Educator Contribution: Dealing With the Fear of Grading for Learning / Lois McGill --
Synthesis / Douglas Reeves --
De-Emphasizing Traditional Grades / Douglas Reeves --
Demystifying the Entire Grading Process / Douglas Reeves --
Focus on the Process of Learning / Douglas Reeves --
Focus on the Progress of the Individual Student / Douglas Reeves --
Competency-Based Transcripts / Douglas Reeves --
Educator Contribution: Developing a Proficiency-Based Transcript / Douglas Reeves --
Summary / Stan Williams / Emily Rinkema --
What's My Thinking Now? / Emily Rinkema / Stan Williams --
Appendix A A Testimonial on the Impact of Assessment and Grading for Learning / Emily Rinkema / Stan Williams --
Appendix B Guidelines for Grading in Standards-Based Systems / Stan Williams / Emily Rinkema --
Appendix C A Proposed Grading Policy / Emily Rinkema / Stan Williams --
Appendix D Bay District Schools Assessment Principles and Practices / Emily Rinkema / Stan Williams
Note continued: Appendix E NGSS Performance Expectations for a High School Chemistry Course / Emily Rinkema / Stan Williams --
Appendix F Ontario Achievement Chart for Canadian and World Studies / Stan Williams / Emily Rinkema --
Appendix G Letter to Parents About Student-Led Conferencing / Stan Williams / Emily Rinkema --
Appendix H Rubric for Sound Grading Practice / Emily Rinkema / Stan Williams --
Appendix I Glossary / Emily Rinkema / Stan Williams.
