This chapter will provide music educators with a deeper understanding of the grading process. Some elements of grades and grading are immediately apparent, while others lurk powerfully below the surface. Grades are to function as communication about student achievement. However, the often-arbitrary nature of grading policies and calculations means that their communicative function is less effective. Grades can facilitate learning in addition to their reporting function. Standards-Based Grading is an approach that emphasizes student achievement in grades, and the exclusion of nonacademic information such as timely assignment completion, attendance, and effort. Various grading procedures are discussed.
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.