Student Sample

Chapter 14: Responsive Report Card Formats

This chapter addresses the poor format of the report card. After trying so hard to differentiate instruction for the students it seems inadequate to then simply send a report card home with a number or a letter grade. The best idea in this chapter is to write a note to the parents explaining how the child is doing. Even if there is not a section on the report card format, I think it would be very powerful to attach a note to every parent letting them know with some details how their child is doing. People are very protective of their children, instead of them simply seeing a number or a letter, they would have a written explanation about the grade. It seems like a lot of work for a teacher but really that is part of being a good teacher, dealing with parents, and it seems that dealing with them would be easier when they are kept in the loop about their child.

Chapter 13: Grade Book Formats for the Differentiated Classroom

This chapter talks about the importance of having an organized grade book in order to grade for mastery. While there were some different styles introduced, some more complex than necessary, I feel that the best way to organize the grade book is by date. Doing it any other way forces you to space out the grade book in such a way that there is room to add assignments that may get added later. Another important thing to remember is that a lot of schools have adopted the Power School program or some variation of it so the grades are all computerized. This is even more of a reason to keep the grade book in order by date, the computer can sort it the other ways if someone wants to see it set up differently.

Chapter 12: Grading Scales

This chapter argues that grades should be done on more specific terms than just a number between 1 and 100. This book prefers rubrics with clear expectations and smaller numbers. The issue I have with this in a math class is that it does not allow for partial credit. I have also seen a rubric system that has been used to the point where it is no longer effective. In the Air Force performance reports are based on a 1 through 5 rubric. The issue that comes from using rubrics to grade is that once you set the precedence of what student work is a 5, then you start flooding the system with equal work that is a 5. Eventually getting better work is overshadowed by the sheer numbers of people receiving 5’s. I know grading for learning has nothing to do with what other students did or did not do. However to keep a balanced approach in math, I believe that the grade needs to be a number based on procedure steps, and correct answers.

Chapter 11: Six Burning Grading Issues

The eleventh chapter of Fair Isn’t Always Equal discusses major problems in classrooms when it comes time to grade for mastery. While I agree that grades should be determined based on learning, I feel strongly on one of the major issues in the chapter. The debate is over what to do when a child does not perform the work at all, should they get a 0 or a 60? The student should without a doubt receive a 0. There are not going to be assignments given that are busy work. If it is important enough to be an assignment then it is important enough to do. While a zero may not be the most accurate grade overall of the student’s understanding, it is important to also teach students that they are responsible for their actions. If you choose not to do the work you must face the consequences.

Chapter 10: Conditions for Redoing Work for Full Credit

Chapter 10 talks about key points to keep in mind when allowing students to redo an assignment. The worry is that students will begin to take advantage of the system and hand in partial work knowing that they will be given a chance to redo it later. That is why I will be implementing Dr. Grace’s system where the student can redo an assignment but they must first receive a tutoring session about the material and fix the questions they got wrong. After that they can redo an assignment. Students will not take advantage of a system like this because they will be required to put in effort. It doesn’t matter to me how many time a student completes an assignment, it will only help them understand the material and create a work ethic that will carry them a long way in the real world.

Chapter 9: Ten Approaches to Avoid When Differentiating Assessment and Grading

Chapter 9 of Fair Isn’t Always Equal lists ten things that should not be graded when assessing a student. A couple of the ideas that struck me as interesting are not to grade practice work or homework, do not allow extra credit, and redoing assignments or tests. In my classroom there will always be chances to redo their work. I will steal Dr. Grace’s idea that the student has to receive a tutoring session about the subject while fixing the questions they got wrong, and after that they can redo the assignment. On a point based system there won’t be a need for extra credit, it will simply be just handing in an assignment. You can get points for doing the work. That is not extra credit. That is the learning we are looking for from the student. The homework issue is a sensitive one; I am currently on the side of the argument that homework is not a necessary tool to teach students. I think that there are too many outside influences at home that it is unrealistic to expect all students to do the homework. Then the kids who cannot get work done at home are behind the reset of the class, not because they are not as smart, simply because they do not have the ability to do their homework. My thoughts might change when I actually teach and see how homework affects the ability to learn math, but for now I agree it should not be graded, and only assigned as optional practice.