Literature Review

Literature Review:
Abstract
Fair grading and assessment practices for students’ with a learning disability is an area of controversy for classroom teachers’. In general, the literature seems to indicate that there is a need to evaluate grading and testing practices for students with a specific learning disability. Current grading and assessments do not adequately allow for a student with a learning disability to graded or assessed based on their individual achievement level. All students are pushed to take standardized test that do not provide a true indication of a student’s ability for acquisition of core skills. Much of the research has provided various reasons for a change in grading practices and alternative ways to assess students with a learning disability. Through research we can examine and determine how fair grading and assessment practices can improve student learning.
Keywords: Accommodations, RTI, inclusion, grading, NCLB, IEP, alternative assessments, learning disability, high stakes testing

Literature Review: Grading and Assessing
Introduction
The enactment of No Child Left Behind The literature review began with finding research on how current grading and assessing practices are not fair for a student with a specific learning disability. This is particularly true for students with a noted 15 point or more discrepancy in reading or math. These core subject areas tend to be subject areas in which standardized testing is given and where the most emphasis to show growth by school districts. The current practice of grading completed work by assigning a letter grade and then giving an assessment to determine mastery is not individualized approach. Students who have a documented learning disability and have an Individualized Education Plan (IEP) should be assessed and graded based on their level of performance. As a