Fair Isn't Always Equal Chapter 12

Abstract-
This chapter looks at the two most common grading scales used in schools today, the 100-point scale and the 4-point scale. It talks about the discrepancies between the two systems, and why teachers would lean towards one over the other. It also offers a variety of other grading methods including “A, B, C, not-yet-achieved”, and “consistently, usually, sometimes, seldom.” The chapter points out that grading practices reflect what teachers believe about teaching and learning and that whatever the method is, it should always align with that teacher’s vision for differentiated instruction. In light of this idea, teachers who differentiate often find themselves tirelessly working to find the true meaning and value behind grades.

Reflection-
As a team, we would tend to lean towards the 100-point scale in my classroom. We think that if we make up a unit that assigns points to each assignment, then our class can become set up in such a way that every student can earn full credit. We would rather give points than assign letter grades. We feel that students will be more empowered to earn all of the points than to try to achieve some ambiguous letter grade. We would also feel more justified if we have given the students ample opportunities to see the points and how they are distributed. This way, we can be much fairer to every student and give them the grades they truly deserve.