Allen, J. D. (2005).

Grades as valid measures of academic achievement of classroom

learning. The Clearing House, 78(5), 218-223.

This article is valuable to my research, as it gifts me with a new perspective on

the purpose of grades. The perspective comes from a fundamental educational
psychology assessment principle of validity, or in other words, a partiality toward
the learning through assessment. Allen argues that some teachers grade in an
unbeneficial way, where our past has kept us stagnant in the ways of grading. The
argument stems from invalid grading practice and inadequacy of assessment.
While the process of grading is already uncomfortable, teachers are also faced
with the dilemma of best practice of communication. Validity is important in this
sense, as the grades should accurately reflect student achievement. If the grade is
not purposeful, miscommunication develops and student understanding
diminishes.

McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers classroom

assessment and grading practices. The Journal of Educational Research, 95(4), 203.

With acknowledgement toward the statement of Brookhart, the teachers have a

tendancy to award a hodgepodge grade of attitude, effort, and achievement
(Brookhart 1991 p. 36). With such variety in teacher grading philosophies, and
such commonality of the hodgepodge, it is arduous to find what does work. This
article gives me a moment of tranquil, as I understand that McMillan also
attempts to unravel this theme. The article describes primary components to
classroom assessment, grading practices, and the purpose of being an educator in
a classroom. From this author, I learned that he also explores the separation and
overlap between assessment and grading practices. I find this article to be very
valuable to my studies, as I find comfort in the connection I have with this author.

Munoz, M. A., & Guskey, T. R. (2015). Standards-based grading and reporting will

improve education. Phi Delta Kappan, 96(7), 64-68.

This article gives me clarification on a concept I feel most unfamiliarstandards-

based grading. I need to have an understanding for this practice as I will be a
primary teacher who will, inevitably, need to follow state requirements. The
authors say that grading represents teachers evaluations, formative or summative,
of students performance. Not only can I incorporate their beliefs and bolster my
second chapter, I will also use this information to be informed about the purpose
of standards-based grading. Primary teachers embrace a unique role with grading,
and must communicate effectively and portray their success. These teachers must
merge state and core standards with their grading practice. This article gives me
the link between standards, assessment, and grading.
DeBoer, B., Anderson, D., & Elfessi, A. (2007). Grading Styles and Instructor

Attitudes. College Teaching, 55(2), 57-64.

I value this literature because it gives me insight on motivational grading

practices. While I am not able to provide golden answers on the perfect grading
practice, I can emphasize to my readers that if they grade they must grade well.
The authors describe two attitude instruments of grading behavior. I can agree
with the authors, as they mention that there is little work focused on the role that
the instructor attitudes play in grading behavior. Each student perceives
information and processes feedback and grades in different ways. It is our job, as
an educator, to provide clear and meaningful feedback that fits each students
needs.

Busick, K.U., & Stiggens, R.J. (1997). Making Connections Case Studies for Student-

Centered Classroom Assessment. Portland, OR: Assessment Training Institute.

This book is important to my study because I noticed some new statements

popping up throughout that do not necessarily agree with other authors
viewpoints. For this reason, I will use this to provide the alternate research and to
better my evidence in my claims. The author mentioned total abandonment of
multiple choice testing formats; while Ive seen other authors list that as a type of
summative assessment used in their process. A trend Ive noticed in most of the
research shows other educators opinions, but the actual author is vague about
their own opinion. This books presents a lot of educators opinions that turn in to
discussion questions, leading everyone to form their own opinion.
Brookhart, S.M. (2008). How to Give Effective Feedback to Your Students. Association for

Supervision and Curriculum Development

Susan Brookhart writes about effective feedback by providing practical

suggestions and examples from the classroom. She stresses that for good results,
there are things to do and things not to do that will have a more positive impact on
the student. Brookhart provides many visuals, graphs, and charts to make her
material easier to understand, which is why I will use this in my research. Giving
students choices tells the student he or she has purpose is something she writes
about in her book. (31) Making these types of changes puts the teacher in a less
superior role and helps the student to feel more in charge. I want to use
suggestions like Brookharts to bolster my research.