Chapter 11 ~ Fair Isn't Always Equal

Summary:

Many questions are posed in this chapter, outlining some vary important grading issues faced by teachers. Do you record a zero for not turned in work?- giving this grade would distort the final grade as a true indicator of mastery. How do you grade gifted students? - we need to use a differentiated classroom and choose what is fair for the situation , not what is equal, grades will require special circumstances. It would be a good idea to record two grades for these students- one addressing grade level and one for advanced material. How do you weigh grades?- we should be weighing components of grades based on the complexity and extent of learning achieved on each one. How do you grade late work? - We have to look at whether this is a chronic problem with this student, if so they need to be taught some time management skills, we need to deal with it in a way that allows the student to still be responsible and learn the material. How do you grade special needs students in inclusion classes? - here the special education and the regular education teachers need to communicate and agree on their roles and grading philosophies, so that what best of the student is achieved.

Reflection:

On this topic Meghan believes that "the helpful tips and ideas on how to go about some of the issues [she] will face in [her] own classroom someday will help [her] make an easier choice when those times arise. Heather thinks that these "sensitive issues should be looked at carefully and assessed according to what is best for student success." Luke just "can't wait to stir the pot a bit" on these "very touchy"issues "when [he] gets a job and [has] legal representation."