FAIE Chapters 7-10

Each of these chapters focused on grades and grading policy.  While some of the material (especially that found in Chapter 9) seemed like common sense, some of the material struck me as surprising at first, but then made more sense as I continued to read on.  For example, I always thought that students should be and are graded on things like participation and effort, but I never considered how such factors could skew a student’s grade in terms of mastery.  Because I feel that students deserve to be “rewarded” for their hard work, I thought that it would make sense to include these factors in the grading criteria, but these chapters of the book emphasize that the purpose of grades is to measure mastery and nothing else.  This does make sense, however, especially since education has become standards-based.  Also, because grades are subjective and oftentimes controversial, it is important for students to understand why they are receiving the grades they get; never let a grade speak for itself.  As a teacher, I will make sure to include commentary and rationales along with grades so that students and parents can make sense of them.  I also believe in recognizing student effort and participation without including it in the gradebook.  Instead, I will use feedback and reinforcement both through formative assessment, and later, in a “separate column on the report card” (112).  Like the book states, students are more likely to work harder when they know their effort is appreciated, but they also may need extra feedback and motivation when it comes to putting forth a little more effort.  I will never have this extra motivation stem from giving a student a bad grade, however; instead, I will give them feedback before it is time for me to determine their level of mastery.  And, if a student is still struggling when the time of assessment comes, I will give them the opportunity to redo the work whenever it is feasible.  I found Chapter 10 to have strong insights towards redoing work.  For example, I never really considered that allowing students to redo tests whenever they want could result in them becoming “chronic redoers.”  This had made me realize that I will need to establish a policy regarding redos before the school year begins so that I can be prepared for all kinds of circumstances.