TY  - BOOK
AU  - Cooper,Damian
AU  - Fullan, Michael
TI  - Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed-Ability Classrooms 
SN  - 9781935542148 (pbk)
PY  - 2011///
CY  - Bloomington, IN
PB  - Solution Tree Press
KW  - Mixed ability grouping in education
KW  - United States
KW  - Learning ability
KW  - Classroom management
N1  - The publisher's website includes free resources such as printable reproducibles and Study Guides (free registration required); Includes bibliographical references and index; "In these times of changing demographics and new insight into how students learn, differentiated instructions and assessments are widely acknowledged as necessary. Outdated beliefs about fairness stand in the way of effective classroom implementation, however. Damian Cooper looks closely as that assumptions and realities, and provides solutions that are clear, comprehensive, engaging-and fair. Redefining Fair also shows K-12 teachers and administrators how to
; - Respond to resistance to the new assessment methods
; - Handle curriculum overload and plan a curriculum that focuses on essential skills
; - Ensure that report cards convey essential information clearly to parents and students. " (Book Cover); TABLE OF CONTENTS; Chapter 1: Why is Differentiation Essential Today
; Teacher Readiness to Implement Differentiated
; Three Case Studies; Chapter 2: What Does "Fair" Mean in Mixed-Ability Class
; Debunking the Bell Curve
; Countering Resistance in the Classroom; Chapter 3: How Should Curriculum and Assessment Connect in Mixed-Ability Class
; Planning with the End in Mind
; Essential Learning Versus Coverage of Everything; Chapter 4: How Should I Access Students' Needs in the Mixed-Ability Class
; On What Basis Should Teachers Differentiate Instruction; Chapter 5: What Does Excellence Look Like in the Mixed-Ability Class
; Teacher Training
; The Standards Movement
; Defining Excellence
; Creating the Conditions for Excellence to Thrive; Chapter 6: How Should I Access Learning in Mixed-Ability Class
; Understanding the Relationship Between Assessment for Learning and Assessment of Learning Scaffolding and Assessment
; The Negative Impact of Scores and Grades; Chapter 7: How Should Assessment and Instruction Connect in the Mixed-Ability Class
; Beginning with Students' Strength and Deficits
; Empowering Students
; The Differentiated Lesson: Begin With a Common Plan
; Scaffolding: Why, Who, What, When, How; Chapter 8: How Should Assessment Be Matched to Students' Need
; Planning Assessment Tasks With Students in Mind
; Assessing Essential Learning
; Balanced Assessment: Write, Do, and Say
; Assessment Tools that Encourage Learning; Chapter 9: How Do I Grade Learning in the Mixed-Ability Class
; When to Use Norm-Referenced Grading
; When to Use Criterion-Referenced Grading
; When to Use Self-Referenced Grading
; What Are the Attributes of High-Quality Grades
; Principles for Sound and Supportive Grading; Chapter 10: How Can I Report Effectively to Students in the Mixed-Ability Class to Their Parents. What Are Parents Looking For
; Clarity about the Meaning of Grades on Report Cards
; Can Grades Communicate Both Progress and Achievement
; Reporting for Students with Special Needs; Epilogue
UR  - https://www.solutiontree.com/products/redefining-fair.html
UR  - https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991044942909805161
ER  -