This chapter of the book Measuring what Counts: A Conceptual Guide for Mathematics Assessment describes how to make your assessments more meaningful by designing assessments that truly assist the learning process assistants to the learning process rather assessments that merely judge how much a student can regurgitate.
In this report, Hanover Research examines commonly recommended grading practices for middle school and high school teachers. Specifically, this report discusses standard-based grading, a practice that is growing in popularity. It reviews the literature and provides from a data perspective which grading practices prove to be the most meaningful to the goal of student success.
Personalizing feedback is one of the best ways to make feedback meaningful, but is it too time consuming to be worthwhile? Take a peek into the classroom of a teacher as he shows how he personalizes feedback for each of his students. In the video, he breaks down all his strategies and why they work, and best of all, you are able to see what they look like in real time in his classroom.
This set of feedback options makes the case for formative assessments as meaningful feedback. Rather than a final grade that occurs with no opportunities for further learning, formative feedback throughout a course allows a student to see where the learning needs further work and time to gain the additional knowledge. This site gives you the best set of tools to provide that meaningful feedback to your students.
Can moving from traditional grading to standards-based grading provide more meaningful feedback for students? For one Michigan middle school it was – check out how they did it and see if this same strategy may work for your students.