Thomas R. Guskey

Thomas R. Guskey

Dr. Guskey is Professor of Educational Psychology at the University of Kentucky. A graduate of the University of Chicago, he began his career as a middle school teacher, served as an administrator in Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & America’s Future, on the Task Force to develop the first National Standards for Professional Learning, and was named a Fellow in the American Educational Research Association – one of the Association’s highest honors. He is the author/editor of 20 award-winning books and more than 200 book chapters and articles that have appeared in prominent research journals as well as Educational Leadership, Kappan, and School Administrator. He co-edited the Experts in Assessment Series for Corwin Press and was featured on the National Public Radio programs “Talk of the Nation” and “Morning Edition.” In his work with educators throughout the world, he helps bring clarity and resolution to some of education’s most challenging problems.

Publications on Grading and Reporting
Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Bloomington, IN: Solution Tree.
Guskey, T. R., Roy, P., & Von Frank, V. (2014). Reaching the Highest Standard in Professional Learning: Data. Thousand Oaks, CA: Corwin Press & Learning Forward
Guskey, T., & Jung, L. (2013). Answers to Essential Questions About Standards, Assessments, Grading and Reporting.
Thousand Oaks, CA: Corwin Press.
Jung, L., & Guskey, T. (2012). Grading Exceptional and Struggling Learners. Thousand Oaks, CA: Corwin Press.
Guskey, T., & Bailey, J. (2010). Developing Standards-Based Report Cards. Thousand Oaks, CA: Corwin Press.
Guskey, T. (Ed.) (2009). Practical Solutions for Serious Problems in Standards-Based Grading. Thousand Oaks, CA: Corwin Press.
Guskey, T. (2002). How’s My Kid Doing? A Parents’ Guide to Grades, Marks, and Report Cards. San Francisco, CA: Jossey Bass.
Guskey, T., & Bailey, J. (2001). Developing Grading and Reporting Systems for Student Learning. Thousand Oaks, CA: Corwin Press.
Guskey, T. R. (2014). Class rank weights down true learning.
Phi Delta Kappan, 95(6), 15-19.
Guskey, T. R., McTighe, J., & O’Connor, K. (2014, December 11). The “participation” grade. ASCD Express, 10(7), 1-2.
Guskey, T. (2013). The case against percentage grades.
Educational Leadership, 71(1), 68-72.
Guskey, T. (2013). Beyond tradition: Teachers’ views of crucial grading and reporting issues. Journal of Educational Research and Policy Studies, 13(1), 32-49.
Guskey, T., & Anderman, E. (2013). In search of a useful definition of mastery. Educational Leadership, 71(4), 18-23.
Guskey, T. R., & Jung, L. A. (2012). Four steps in grading reform. Principal Leadership, 13(4), 22-28.
Guskey, T. (2011). Stability and change in high school grades.
NASSP Bulletin, 95(2), 85-98.
Guskey, T. (2011). Five obstacles to grading reform.
Educational Leadership, 69(3), 16-21.
Guskey, T., Swan, G., & Jung, L. (2011). Grades that mean something: Kentucky develops standards-based report cards. Phi Delta Kappan, 93(2), 52-57.
Guskey, T. (2011). Starting the school year right. The School Administrator, 68(7), 44.
Jung, L., & Guskey, T. (2011). Fair and accurate grading for exceptional learners. Principal Leadership, 12(3), 32-37.
Jung, L., & Guskey, T. (2010). Preparing teachers for grading students with learning disabilities. Insights on Learning Disabilities,7(2), 43-53.
Jung, L., & Guskey, T. (2010). Grading exceptional learners.
Educational Leadership, 67(5), 31-35.
Guskey, T. (2008). Grading policies. In S. Mathison & E. Ross (Eds.), Battleground Schools (Vol. I, pp. 294-299). Westport, CT: Greenwood Press.
Jung, L., & Guskey, T. (2007). Standards-based grading and reporting: A model for special education. Teaching Exceptional Children, 40(2), 48-53.
Guskey, T. (2006). “It wasn’t fair!” Educators’ recollections of their experiences as students with grading. Journal of Educational Research and Policy Studies, 6(2), 111-124.
Guskey, T. (2006). Making high school grades meaningful.
Phi Delta Kappan, 87(9), 670-675.
Guskey, T. (2006). The problem of grade inflation. Principal Matters, 66(1), 38-40.
Guskey, T. (2004). The communication challenge of standards- based reporting. Phi Delta Kappan, 86(4), 326-329.
Guskey, T. (2004). Zero alternatives. Principal Leadership, 5(2), 49-53.
Guskey, T. (2003). An alternative view on grade inflation. Journal of Excellence in College Teaching and Learning, 1(1), 89-97.
Guskey, T. (2002). Computerized gradebooks and the myth of objectivity. Phi Delta Kappan, 83(10), 775-780.
Guskey, T. (2001). High percentages are not the same as high standards. Phi Delta Kappan, 82(7), 534-536.
Guskey, T. (2001). Helping standards make the grade.
Educational Leadership, 59(1), 20-27.