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The use of an alternate grading rubric for students with significant disabilities

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Title	The use of an alternate grading rubric for students with significant disabilities
Author	Chavez, Sarah K.
Subject	Academic achievement--Testing Children with disabilities Children with disabilities--Education Educational tests and measurements Grading and marking (Students)
Abstract	In the past five to ten years, educators have begun to increasingly question the validity of traditional grading practices. The questioning has become especially evident in the field of special education, where educators have often struggled to find objective, consistent, and valid means of assessing students who often do not have the same academic goals as other students. Through this study, special educators will be able to consider their own grading practices, and will have access to classroom-based research that thinks outside of the box in the attempt to develop a more accurate and more reliable method of grading students with moderate to severe cognitive disabilities.
Date submitted	2012
Date accepted	2012-11
Type	text
Format	application/pdf
Source	Cardinal Stritch University Library
Original ID	MAE 1-1203
Degree	Master of Arts in Special Education
Advisor	Kowalski, Gabrielle, Sister
Degree granting institution	Cardinal Stritch University
Relation	Digital reproduction
Full-text searchable	yes
Publication type	Action Research
Language	English
Digital production information	Microsoft Word file converted to PDF
Original item format	30 pages, tables
Rights	Creative commons license
Date created	2012-11-28