Grading reform has become a growing priority in K–12 education, one that is closely tied to equity and instructional policy. This issue will delve into models and practices designed to make grading more accurate and meaningful, with a particular focus on the shift to standards-based grading. Additional topics to be considered include grading alignment and fairness, assessment and progress monitoring improvements, homework changes, and report card redesign; the overall focus will be on grading for learning and to better support student growth. The issue will explore philosophical and pedagogical reasoning behind grading shifts, as well as practical implications and best practices for implementation.
Submissions Deadline: April 1, 2020
How to Prepare Your Manuscript
- Double-space all copy and number all pages.
- Indicate the number of words in the manuscript, including references and figures.
- Include your name, address, phone number, and email address at the top of the manuscript. Also include names and email addresses of any coauthors.
- Include a two- or three-sentence bio for each author at the end of the manuscript.
We use the reference style outlined by the Publication Manual of the American Psychological Association. Cite references in the text like this (Jones, 2000) and list them in a bibliography at the end of the article. Please do not use footnotes or endnotes for the references.
Authors bear full responsibility for the accuracy of citations, quotations, figures, and facts.