Book

Insurrection: A Teacher Revolution in Defense of Children

Authors:
... K. D. Reeves's (2015) principle of omnimodality held that any student can and should be free to demonstrate any skill in any manner using any means that works. ...
... Teaching is a craft in which the instructor takes full responsibility for meeting every one of each learner's academic needs, and improved assessment practices can and must be a central part of the solution to the problem of schools that do not teach (K. D. Reeves, 2015 Lm and Ld PLDs should not be regarded as representing that a child "meets" or "does not yet meet" the standard. Instead, the two levels of L should indicate that the teachers, as a team, have either "done everything necessary to help the child reach mastery" or "have not yet done so." ...
... harming them (K. D. Reeves, 2015), while actively seeking to meet their needs (Maslow, 1954). Because psychological research, as reviewed in Chapter II, has shown that traditional grading methods can significantly undermine students' motivation, learning, and quality of thinking-effectively ghettoizing children into worthy and unworthy castes (Diaz-Loza, 2015)-educators must avoid such classification whenever possible. ...
Thesis
Full-text available
Research indicates that traditional letter and number grades are inaccurate and harmful to children, while standards-based grading is both more accurate and better for all stakeholders. Despite years of study, though, standards-based report cards (SBRCs) come in many forms, and the best number and arrangement of performance level descriptors (PLDs) remains undetermined. This sequential, exploratory, transformative mixed methods study, completed in five stages, was designed to quantitatively analyze the relationships between SBRC models, PLDs, and the Commonwealth of Virginia’s Standards of Learning (SOL) tests. After conducting a systematic literature review, the author created a new taxonomy to classify SBRCs, which was qualitatively applied both to models found in existing research as well as ones reported by respondents in this study. Subsequent quantitative analysis found no practical difference between SBRC models regarding their efficacy as predictors of SOL-test outcomes. While this indicates that various SBRCs may be effectively similar in predicting the outcome of standardized tests, psychological research demonstrating the harmful aspects of grading practices may indicate a way to differentiate between these models.
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