Chapter 11; Six Burning Grading Issues

A big focus of this chapter was upon giving students 60s rather than zeros. Despite this suggestion, I believe that the grade should remain a zero until the work is turned in, at which time the grade will be changed. Although placing a zero in the grade book will heavily weigh upon the student’s average, this encourages students to turn in work and shows that students will receive higher grades for completed work. If one student does all of the work while another does none, the student who has done no work should not receive the same grade as the other student. Another issue raised is that of credit proportional to achievement, thus content as well as the time that has been spent on the topic are both factors considered in grading student work. An issue raised in this chapter which affected me was that of communication between the special education teacher and the mainstream teacher. There should be constant collaboration between the two teachers to ensure that the student’s IEP and the curriculum are intertwined and a regular part of the student’s learning.