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toc =ASCD= What's fair and meaningful for grading students with disabilities? When students receive inflated scores on material above their skill level, they can actually lose motivation. But how does an educator make a grade meaningful for a struggling student? ASCD experts Thomas Guskey and Lee Ann Jung discuss their five-step model for accurately and appropriately grading English-language learners and students with disabilities in a February 2010 Educational Leadership article. A recent ASCD blog post outlines their model and their upcoming 2010 ASCD Teaching and Learning conference session.
 * Read the full blog post.
 * Access Jung and Guskey's Educational Leadership article.

**Assessment Reform Group**

=Anne Davies=

=[|Dylan Wiliam]= As well as one of the lead names in assessment, Dylan Wiliam is a former mathematics teacher. I recommend his book [|Embedded Formative Assessment]. There are a lot of examples from the mathematics classroom in it.

=Educational Leadership= Multiple Measures Feed Up, Back, Forward

== =The Edmonton Journal=

=Washington Post= The National Council of Teachers of Mathematics is urging high-school teachers to focus on "reasoning" and "sense-making" in classroom lessons and engage students in open-ended conversations about math whenever possible. The council released new teaching guidelines this month and says it hopes that reintroducing critical thinking -- which has become a victim of standardized testing -- will lead more students to careers in math-related fields. Students Give Math A Bit More Thought