Classroom+Grading+and+Assessment+that+Works

=Classroom Assessment and Grading that Works= **by Robert Marzano**
 * Assessment needs to be done in a way that encourages students to improve.
 * The introduction supported the case for standards based grading by reminding us that failure avoidant students stop doing tasks because they anticipate failure. By not doing work they can fail for reasons other than lack of ability.
 * Feedback should be frequent and formative.
 * Formative assessments should encourage learning and improvement.
 * Marzano suggests that U.S. schools try to address too much content. Is this a result of a spiral curriculum? How do we teach less so more is learned?
 * The chapters //Designing Classroom Assessments// and //Final Scores and Grades// made stadards-based assessment sound complicated and confusing, especially for middle and high school teachers who have many students. What are some other ways of implementing standards-based grading that are easier to manage?
 * This book aligned very neatly with most of our key concepts.
 * The last chapter, //Report Cards and the Future of Standards-Based or Topic-Based Schooling// was very specific about how to implement standards-based schooling in phases. Also, its sample report cards both with and without traditional letter grades were outlined.