Thomas R. Guskey

Thomas R. Guskey

Thomas R. Guskey, PhD, is senior research scholar at the University of Louisville and professor emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and later served as a school administrator in the Chicago Public Schools.

 

Thomas R. Guskey

Thomas R. Guskey, PhD, is senior research scholar at the University of Louisville and professor emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher and later served as a school administrator in the Chicago Public Schools.

He was the first director of the Center for the Improvement of Teaching and Learning, a national educational research center. Dr. Guskey served on the National Commission on Teaching & America’s Future, the task force to develop National Standards for Staff Development, was named a fellow in the American Educational Research Association, and was also awarded the association’s prestigious Relating Research to Practice Award.

He is the author/editor of 25 award-winning books and more than 250 book chapters and articles. His most recent books include What We Know About Grading (with Brookhart, 2019); On Your Mark: Challenging the Conventions of Grading and Reporting (2015); Reaching the Highest Standard in Professional Learning: Data (with Roy & Von Frank, 2014); Answers to Essential Questions about Standards, Assessments, Grading, and Reporting (with Jung, 2013); and Benjamin S. Bloom: Portraits of an Educator (2012). He may be contacted at guskey@uky.edu or www.tguskey.com.

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Presentation titles by Thomas R. Guskey

  • Implementing Effective Grading Policies and Practices
  • Grading and Reporting: Understanding the Perspectives of Parents and Families
  • Assessments that Improve Learning
  • Differentiating Instruction with Mastery Learning
  • Designing and Evaluating Effective Professional Learning