Fair Isn't Always Equal Chpt. 8

Abstract:
This chapter talks about the purpose of grading, and if we should consider effort, attendance and behavoir into the equation. The chapter lists reasons given by teachers as to why give a grade. While to document progress, provide feedback, and inform structional decisions are usefull in grading the other reasons provided were not. Those were to motivate, punish, and sort students. These end up diluting the accuracy of the grade and its usefullness. It is important to use the first three to help students.
Then the chapter talks about incorporating behavoir, effort, and attendance into grading. There is an issue of these factors causing a grade to not entirely reflect the mastery of the material in the course. There is also reason to use these factors, and an example is given of a student who is an active learner, but due to issues at home, absenses occur and work assign for outside class doesnt get done. Under normal circumstances of this school that student would get an F. The teacher of this student did not agree with this however.
These are important factors to consider when grading. Though another concern is when other factors are considered in a grade, the meaning of the grade itself changes.
Reflection: These are deffinately important points to consider when grading. It seems there are reasons to support both sides. We as teachers would like to have behavoir, attendance and effort count for something positive, since they surely are a factor in failing a student. The problem then comes to how do we fairly grade our students, while still keeping the purpose of a grade and its meaning to the student, teacher, and parents?