The combined chapters in Fair Isn’t Always Equal discussed the different grading methods and the associated risks and effects that may or may not be implicated within the classroom. Chapter 7 set the tone summarizing the relative nature of grades and their meanings. Some teachers, such as Mr. Shah, a middle school science teacher believes that and A gives an answer to the why question of the prompt, a B is reciting information, and a C is a grade that should always be revised. It is difficult for teachers to grade student mastery through assignments, and I believe a better indicator of understanding among students is through discussions and not assessments.
Chapter 8 focuses on why educators deicide, or are sometimes required to grade effort, attendance, and behavior. Although I do understand why this happens, teachers need to keep track of student attendance to “inform instructional decisions" and more easily document student progress. However, I believe that taking attendance can also have some negative effects on students that teachers need to be aware of. First, if a student misses school, and is completely disregarded by that teacher, it sometimes pushes students who are already far away, out further. Also, teachers must keep in mind a student’s life outside of the classroom. In other words, that student may be accountable for taking care of a three year old sister after school, leaving little or no time for completing homework. Attendance, and basing off behavior and effort is very much a two sided issue, and although they may be necessary, it provides many ways that take away from students wanting to learn.
Chapter 9 focuses on strategies and processes teachers should avoid when differentiating assessment and grading. Some of them include, avoid grading homework for accuracy, avoid extra credit and bonus points, avoid group grades, grading on a curve, and avoid giving zeros for homework. Most of these methods are self explanatory. I think these practices should be incorporated into every classroom. However, today I see many of these still dictating classrooms today, which is a shame, and these teachers should be enlightened. For example, I have witnessed a teacher who will record zeros in the grade book for students to “motivate” them into completing their work. Not only does the zero become an inaccurate representation of that student’s grade, but once a student is failing in a class, there is no reason for a teacher to further deflate that students grade, decreasing any motivation that they may or may not have.
Lastly, chapter 10 discusses the importance of whether students should redo work for full credit. Just like every other grading method discussed above, this is also very controversial to many teachers today. In my classroom, if students have a good reason and can provide a first and second copy of their new and improved mastery, I don’t see why they shouldn’t be allowed to make up grades, and reach their full academic potential.
