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Grading Practices for Educationally Handicapped Students in Secondary Schools [microform] : Issues, Problems, and Needs. Resource Paper No. 23 / Robert Lister
Bib ID 5428186
Format MicroformMicroform, BookBook
Author
Lister, Robert
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983 
9 p. 
Summary

The lack of research on grading policies for handicapped students is pointed out, and results of a survey completed by 14 high schools in New Hampshire are summarized. Results reveal a variety of grading and graduation approaches including weighting grades or courses, developing a basic level curriculum geared for students having academic difficulty in the regular classroom, and using goals specified in students' individualized education programs. A list of 10 common concerns about grading (including that parents are not usually receptive toward alternate methods of grading and that teachers need more training on ways to evaluate student ability and progress) was revealed from the survey, and findings emphasized the need for districts to establish equitable policies regarding grading, credits, and graduation requirements for handicapped students. (CL)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Disabilities.  |  Grading.  |  Graduation Requirements.  |  High Schools.  |  Policy Formation.  |  State Programs.  |  New Hampshire
Form/genre Reports, Research.
Other authors/contributors New Hampshire State Dept. of Education, Concord
Available From ERIC 
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001 5428186
005 20181019101552.0
007 he u||024||||
008 080220s1983    xxu ||| bt    ||| | eng d
035 |9(ericd)ED232415
035 |a5428186
037 |aED232415|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aLister, Robert.
245 1 0 |aGrading Practices for Educationally Handicapped Students in Secondary Schools|h[microform] :|bIssues, Problems, and Needs. Resource Paper No. 23 /|cRobert Lister.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1983.
300 |a9 p.
520 |aThe lack of research on grading policies for handicapped students is pointed out, and results of a survey completed by 14 high schools in New Hampshire are summarized. Results reveal a variety of grading and graduation approaches including weighting grades or courses, developing a basic level curriculum geared for students having academic difficulty in the regular classroom, and using goals specified in students' individualized education programs. A list of 10 common concerns about grading (including that parents are not usually receptive toward alternate methods of grading and that teachers need more training on ways to evaluate student ability and progress) was revealed from the survey, and findings emphasized the need for districts to establish equitable policies regarding grading, credits, and graduation requirements for handicapped students. (CL)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aDisabilities.|2ericd
650 1 7 |aGrading.|2ericd
650 1 7 |aGraduation Requirements.|2ericd
650 0 7 |aHigh Schools.|2ericd
650 0 7 |aPolicy Formation.|2ericd
650 0 7 |aState Programs.|2ericd
653 1 |aNew Hampshire
655 7 |aReports, Research.|2ericd
710 2 |aNew Hampshire State Dept. of Education, Concord.
984 |aANL|cmc 2253 ED232415|d77000000238469
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