This is a PREOWNED book but 100% Guaranteed Satisfaction. Please examine the pictures carefully because the item in them is the exact one you will receive. Also, don't hesitate to ask for any other photos if needed. You may note some remnants of your book's past life - an autograph, an inscription, a dog-eared corner, or some yellowed pages. We do our very best to notate any flaws, but occasionally we may miss something. If you're not satisfied, please take advantage of our free return policy. We are a small Veteran owned business and truly appreciate your patronage. Ships well packaged and via USPS Media Mail, unless otherwise requested (may result in an additional charge). Will ship out next business day after payment is received in most cases, no more than than the 2nd business day after payment. _________________________________________________________________ Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learningand significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.