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.

Fair Isn't Always Equal Chapter 7

Abstract-
This chapter addresses the difficult task of grading and how different teachers approach it. It points out how many flaws there are with this system due to the fact that, as teachers, we all have different expectations, needs, wants and thoughts about student assessments and how they should be critiqued. Whether it’s for a struggling student, an overworked athlete, an ESL student, or whoever else, many teachers are guilty of adjusting grades based on their own ideas of what’s fair for each individual case. This isn’t necessarily wrong, but as the chapter poses, when is this appropriate, and how should it be done? It then makes four really strong points about assessments: effective assessments can only be occur against commonly excepted criteria, teachers can only assess accurately if they are knowledgeable about their subject, grades are subjective, therefore frequently distorted, and grades are not always accurate indicators of mastery. These four ideas sum up the difficulties teachers have with the grading process.

Reflection-
We really liked the four points mentioned above. We thought that they were really true and accurate and pretty much spoke perfectly about how flawed grades can be because of a number of factors. We don’t have any experience with grading by our own standards yet so we're curious to see how we will handle it and what our personal philosophy will be about determining grades and possibly adjusting them for certain students.