FIAE (Chapters 7, 8, 9, and 10): Grades

     Chapters seven through ten of Fair Isn’t Always Equal, by Rick Wormeli, focused on the importance and significance of grading. Firstly, what do grades mean? The point of them is to assess the students' level of mastery, but what does a “C” mean, versus a “C+”? Yes, a “C” is technically average, so then a “C+” would be slightly above average, but that it is not good enough to be a “B-”, right? Well, now that we have figured that out, what is “average”? Unfortunately, this could go on forever. Grades are extremely subjective, there is no common grading system, which results in grades becoming a way for students to reflect upon their own intelligence, when grades should be viewed as level of understanding achieved so far.

     What should be graded? Teachers need to know what they are grading and why. For example, is it really necessary to grade an introductory exercise? If so, why? Personally, I think that anything that is not an assessment or an equivalent (projects, etc.) should not be strictly graded, for its purpose was not assessing, but practicing. Grading is not meant to demoralize the students- though it often becomes this- but to check their level of mastery. If needed, the teacher should alter classroom methods to improve upon the results. All students work and achieve at a different pace and nobody should be punished for their methods; however, if the teachers establishes a clear deadline for a lesson, it is up to the student, with the guide of the teacher, to manage time accordingly so that come the due date they are where they should be in terms of the lesson.

     Do students really deserve redos? Every teacher has their belief on whether students should be allowed to do their work over: some teachers think that do-overs are illogical as it enforces student laziness if they know they can fix it later; however, my personal belief is that redos can be a great tool to improve upon mastery. If a student is willing to put the work into improving their score and can explain why their new submission is improved, than I think it can be useful. Most students, if they know that they will be expected to accomplish additonal work, will not take the redo, thus it stops those students that may think, “I'll just submit this now and then I'll use the “redo” time as an extension, so that I don't have to do it now.”

     Grading is subjective, but that does not mean it is pointless. When used correctly, grading can help the teacher and students understand what is or is not working. As the teacher, using grades as a way to reflect upon the struggles of the class and of the students and using that awareness to clarify is essential. Every teacher has a different policy for their classroom and grades and that is not necessarily a bad thing, it just means that every teacher needs to make sure that their own practice is clear to the students and themselves; as long as their policy is consistent and fair it should yield positive results. that every teacher needs to make sure that their own practice is clear to the students and themselves; as long as their policy is consistent and fair it should yield positive results.