FIAE+B2+Chapter+7

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Abstract by Alicia Kenison
In this chapter Wormeli basically covers the topic of grading. When should teachers grade? What should teacers grade? How should teachers grade? Grades should be based on how much of the topic/unit you mastered and not on the efforts of some peer. Unfortunately, teachers use scales or percentages that compare you to another student. One way to track grading is through [|gradebook]. This a place where teachers track test and quiz gades, particiation, and attendance. MBMS, where I am placed, uses power school, which like gradebook, students can check for misssing work and parents can watch the progess of theirchildren. They also have the availibilty to use e-mail to keep in contact with teachers or their peers. Wormeli discussed what each grade meant and deamed the 'D' as the coward's 'F' (page 97). Should schools even give F's? What about the grading curve--is it useful? In the real world, we must understand that no two teachers are alike. They have different standards and through out different challenges. Grades overall, should not just be written down, but commented on and evaluated. We should always be open to students questions and learn to grade the whole process and not just one piece of the puzzle. Here are some [|tips] on grading succesfully for everyone of the students weather gifted, challenged or just an average teenager.

Synthesis By Alicia Kenison
Overall, we agreed that grading would be the most difficult and daunting task of our profession because there is no right or wrong way. I feel awkward judging my students, that is how I felt whenever I handed in my work. I knew I would be compared to others and it would be daunting to see grades on the board and always be on the bottom. That would definately lower self-esteem and we're supposed to motivate and encourage students to accomplish the set goals with flying colors. Through Alfie Kohn, we figure out not how, but [|why we should grade] and the importance of the [|curve], incuding when and how it should be used. Many of us did not understand the curve. It does not allow everyone to get A's or even all passing grades. Sometimes a curve can acually harm a student's growth. I believe schools should eventually do away with this aggravating system. A final place to go for grading techniques and evaluating questions is the [|teacher centers]. Here, i another [|article] consider when grading students fairly. Overall,I think this chapter and these resources gave us a better idea on how to grade effectively and for the student.I no longer feel like a judge, but a teacher instead!

Sarah McGinley
Fair Isn’t Always Equal Chapter 7: The Relative Nature of Grades and Their Definitions 2/25/10

This chapter talks about grading and how teachers grade students today. This process usually involves basing grades on the performance of the rest of the class. Most teachers base their grades on a scale or percentage that compare student’s performances to other student’s performances. When I was in high school, I had a teacher who used this type of scale and would write the results of an exam on the white board for everyone to see how their peers did. It made the students at the top of the scale feel great about their grade and the students at the bottom of the scale bad about their grade. This is why I am not going to use this type of grading system in my classroom. If the student at the bottom of the scale is always at the bottom of the scale then that is going to discourage them from studying for another exam. That student is going to think he/she cannot do any better so why try to do well in the first place. This is one of the reasons why formative assessments are great to have during the lesson so the student is not focused on the grade but instead he/she is focused on the task at hand. Teachers should be using summative assessments at the end of the lesson to show how far the student has come since the beginning of the lesson. I like the idea of doing an assessment before and after the lesson so I am able to see just how far that student has come in his/her learning.

Diana Quinlan
This chapter is all about grades and grading in the classroom. One of the first things I have found while reading this chapter is that there is a lot of different definitions as to what constitutes an A and an F. I really liked Bowdring’s definition of a B and a C. She states that a student earns a B when they can spit back the lesson you have taught them and a student earns a C it they understand most of the information but are missing a few elements. Other educators have different meanings for grades though which is why teachers and administrators should spend a lot more time coming up with one clear definition of what each grade means. This would be a benefit to both teachers and students because it would allow everyone involved to be on the same page. Also, when grading papers it is important to add feedback with the letter grade. This allows students to clearly see why they got the grade they did. I relied heavily on feedback from my teachers in high school. It helped me see where I was at and what I could do better next time. I plan on giving my students that same advantage in my classroom. One of the tings I am going to try and never do is lower my expectations for students based on their socioeconomic status. It is easy to say that that never happens but all too often it does without teachers even realizing it. It is not beneficial for the student to have less expected of them. All students are capable of learning and being successful regardless of economic status. All though I do not plan to grade based on economic status, it is important that I differentiate grades for different students. Not all students learn the same way or at the same pace, so it would be counter productive to grade them without taking certain factors such as language, or other learning disabilities into account. This chapter also discussed the meaning of an F. I have mixed feelings about F’s. On the one hand I can see where students need to be held accountable for their work because in the real world you do not always get second chances to do your work, but on the other hand I realize sometimes students just need more time to comprehend the content. This is why I liked the example in the book of using a grading scale of A, B, C, and I. The I stands for incomplete, telling the student that I really want them to learn the content and believe that they can. If the student does not show that they have mastered the content within a certain amount of time though they will receive an F. I would like to use this theory in my classroom but I am afraid that if I do students will not take their assignments seriously the first time and just wait and do it the second time.

Jason Malbon
Grading is a scary topic even among experienced educators. It is safe to say the no two teachers grade the same way or even view student productivity the same way. An A paper in one English teachers class may only be a B paper in another. If that isn’t complicated enough, student ability and background makes it even harder to decide on grading strategies. As future educators, we need to foster real accountability and hold students to a standard that challenges them. Being overly rigid (the old way of teaching), is not always meeting the students needs. It is possible to serve both the student and the curriculum without sacrificing good grading procedures. I want to have the insight to know when to bend a little in terms of grading while not compromising my beliefs or ultimately cheating the student. It is easy to lower our standards due to socioeconomic standing. Over time, expectations can be lowered which diminished the credibility of you teaching but maybe that of the school. The author makes the point of remembering to measure growth over time, not mistakes over time. I like this philosophy as it takes the focus off of an arbitrary letter grade and puts back on learning.

Jared Merrifield
Chapter 7: The Relative Nature of Grades and Their Definitions

This chapter discusses what every teacher seems to avoid in conversation: grading. The introduction to this chapter was an eye-opener for me, for it made me realize how little a single grade on a report card represents a student’s progress and mastery in a certain subject. As the chapter explains, one subject doesn’t revolve around one single topic, and Wormeli uses eight examples of math as an example. The question remains: how can teachers grade effectively so a student (and his/her parents) know exactly how that student is doing in class, or even on particular assignments? This can be quite tricky in a differentiated classroom with students of different backgrounds, learning styles, and (dis)abilities, but that’s not to say it’s impossible. From this chapter (and also from the //UbD// book), I have found out that assessing students’ work is far more important, helpful, and revealing than simply slapping a letter grade on it, and as I recall, the //UbD// book also discourages grading the majority of students’ work, and I would have to agree that this is an intriguing strategy. What I found most interesting about this chapter is the discussion of the difference between A and B. Some schools consider A as the grade for meeting the standards, whereas other schools regard A as exceeding standards and B as meeting standards. To me, the latter seems unfair. I think that, once I am a teacher, I will give students who have met all the standards an A, and if they do noticeably exceed the standards, I will award them with the rare A+ (if the policy allows it, for I know it is frowned upon nowadays). I can actually relate to the debate between D and F: my seventh-grade teacher hated giving Fs, so she gave D-s instead, and depending on how poor the student did, she would add an additional minus sign. I remember this because my friend once received a D--. Finally, Wormeli discusses the hypocritical practice of grading on a curve, and as I have said before, I will be sure to avoid executing this useless concept.

Mike Lawson
Grading students whether it is on a summative assessment or giving them an overall grade is something that a teacher cannot simply write down. In order to produce a grade a teacher should must ask themselves what this grade means, what has this student done to get this grade. Chapter seven of Fair Isn’t Always Equal asks us to dive into the thought process of assigning grades. As a future teacher grading will be very important to my classes, students, students’ parents, and me. Questions immediately arise when I think of how I will grade students. These questions are also presented in the book. Who is this student, where does he come from, what is his background, does he have the materials needed to produce quality work. Wormeli encourages consistency among teachers. I feel that if a teacher is not consistent in his/her grading they are cheating students. During the year a teacher must make it very clear what they expect from their students and stick to that grading. At the end of the year the teacher can reflect upon how they graded how it worked and then decide if they want to change it or not. Wormeli tells us that a grade is simply a symbol. How am I supposed to assess a student’s development and achievement into a simple letter? It’s simple, become proficient in grading. Students must master my material, but in order for me to make sure they do so, I must master grading.

Sarah Robinson
In this chapter it can be seen that the grading process for many is a hard one due to the variation of students and their needs. This chapter also discusses how grading on letter doesn’t allow teachers understand how much their students have comprehended from the subject being taught. This chapter states that in differentiated classroom, it is very likely that the grading system will not be consistent throughout the whole class. This can be due to a various amount of reasons such as, learning disabilities and personal problems. The author Rick Wormeli suggests that students should not be graded the same due to the variation of learning abilities and student problems. Therefore I have learned students should be assessed both by formative and summative assessment. I will be using this in my classroom because it will show how my students are learning in the best ways. Students should also receive good feedback that they can build on. This will allow students to benefit from their work, and continue to do better. By the end of this chapter I have learned that grades should not judge students but should help students learn better and more. Students should never be stressed about grades, but students should have to show what they have learned and know how they can benefit from it.

Eric Cole
The single most daunting thing a teacher has to do is judge a student through grading. For many past, present, and future teachers this has been the one thought that most permeates the mind, body, and spirit, but grading is also the most important part of being a teacher. This chapter is all about grading, and all about the essential questions that teachers must ask themselves when grading. These are the same questions that I have always believed in asking. What is the students background like? What does the student do after school? What kind of responsibilities does the student have? These are important questions to ask, and to be answered, but should they have any impact of grading the student? I say no. Just because a student has does a little bit more, or they come from a poorer background doesn’t mean that I should expect any less from them. What does it say to the other students if I give one student less work just because they work a part-time job? What does it say that the student? Doesn’t it say that I think less of them, that I don’t think they can handle more? That is not the right message to send at all. Students need to know that I trust them to get the work done, and that I have the confidence in them to get the work done well. Not just for me, but for themselves as well.

Amanda Fitzpatrick
Perhaps the most daunting task to a teacher, and especially a new teacher is that of grading. I have fallen victim to too many new teachers and their haphazard grading by which you could turn in the same paper on two different days and get two completely different scores. This is definitely something that I do not want to do--have my grading and my scales of doing such vary so greatly. I think that a great way of assuring that one's grades are not only consistent, but follow the guidelines of what you definitely want your students to know is by actually writing down what each letter grade means, and what a student has to achieve in order to earn said grade. I think that another good addition to writing down what grades mean what is also to share with one's students what the definition of each grade. This helps in two ways. One, a student will know what is expected of them, and if they wish to achieve a grade they know what they will need to master in order to do so. Two, there were many times throughout my schooling in which I have gotten a grade back, felt that it was graded unfairly but did not argue it because I had no idea what was expected from the assignment--this allows students justification to arguing grades as they know, for example, which literary terms they were supposed to show mastery of in their final paper, and although they did exemplify what was asked of them they still got a C for their efforts.

Another point that I really liked from this chapter was that of only assigning grades for A B and maybe C. The idea of telling a student that because they are technically getting a D or an F they are not complete with the unit I think would really urge students not only to work harder but also get the second chance that students sometimes need to get the grade that they deserve.

Alicia Kenison
 Teachers must make lists to stay on track with their class and students. Wormeli explains that not every assignment needs a grade. Students learn in different ways. The most effective is just through feedback. Wormeli emphasized on how to get the big picture across by figuring out how your students learn. Do NOT emphasize on letters, instead make sure the material is clearly understood. We should not keep our teaching aspects in cages like elephants and only assign grades. We should instead be encouraging and not reprimanding. It is important that certain tasks have a grade because grades inference mastery. We should adjust our curriculum to fit our students and so that they achieve to their highest. I remember when I used to get a C on a test and my teacher used to tell me not to worry because it was “average,” this saying made me think it was OK to do bad, so we should learn to implement redo’s to anything and everything. I also found it effective to place an ‘I’ into the letters to stand for incomplete instead of giving a zero because zeros truly hurt an average and an incomplete can be filled in throughout the grading period with the deserved grade.

Scott A. Bowden
This was a refreshing piece of material to read. It was about grading scales and how to modify them. I am a fan of grading, but I've never been a fan of "average" grades because they are referring to a curve. I think it cheats the students out of a grade by putting them on a curve for it forces students to compete and those who can't compete are shut out. The grade scale needs to show that nobody is PERFECT and that everyone can improve. My favorite suggested grading scale was "A, B, and 'you need work'" but I propose a modification to say "You can do it!" and try to ensure that students get the material and not leave them hanging. Formative grades are an indicator both to the student and the teacher as to where the student is and the student DESERVES to know that they can ALWAYS do better and can put the work in. To give a student an A formatively tells them that they can sluff off and no longer need to put work in. I feel that I can grade formatively without giving A or B or F until the end of the unit. If a student knows that they need to work to get something out of it and the teacher can help them a lot along the way, it can benefit them and allow them to truly learn something.

Jared Boghosian
Differentiated instruction has a bog impact on how teachers grade a class, the flip side of that coin is also true, how we grade heavily influences differentiated instruction. This is all seems a little silly when you think of teachers who have to gauge a student's mastery of a half a dozen concepts with one small letter on a piece of paper. This chapter reminds us early on that teachers grade differently based on one or two factors such as, socioeconomic status, life at home, and grade level. This results in a wide variety of grades from A to D on the same assignment. Something I will consider is the role of the grade letter "D." I thought it a little profound when i read, "a D is a coward's F--the student failed but the teacher didn't have the courage to tell him" (97). In many ways I see this, because in a world where C and most recently B grades are the sign of proficiency a D grade is essentially a sign of failure. I will have to think long and hard whether or not to use the D grade or not.

Susanna Cooper
I never thought about how little a grade tells you and how much is implied. I love the point made in Chapter 7 about how a letter grade doesn’t tell you the thing that you as a students have mastered fully. I didn’t really stop and think about how a grade takes so many different things and puts them all under 1 grade letter. I guess it is because I always kept all my work, so I could go see what I had mastered any time I wanted. But a lot of my students won’t do this. It would be interesting if teacher explored other ways of showing students and parents what they have mastered. Perhaps a list of subjects with an M or NM for mastered or not mastered next to it. I think that maybe another way to go is an example that was in the book. Perhaps I could use different letters of the alphabet and get away from A, B, C, and D. Instead do O for outstanding, G for good, and so on. I would love to try different ways of grading, but in the end the question is, how can you change the way your school grades, not just 1 teacher? That is the question we need to think more about.