Chapter 14

This chapter discussed formats for report cards that are responsive. Ways that were presented to format report cards are the following; personal progress and achievement, standards, continuous progress report, and multiple categories within one subject. Report cards are important to keep clear and concise since they are seen by many different people. Communicating students' grades is one of the most important and ultimate outcomes of a class.

There really isn't any input allowed for teachers to give concerning the format of report cards, unless maybe in the lower grade levels. If we were able to choose the format of our report card, however, we would most likely choose the multiple categories within one subject approach. We feel that breaking down subjects to show different areas and how certain things are met is important and ideal to explain and express, especially in a report card. We also feel that continuous progress reports are a really good idea because they are always recent and display current status.

Chapter 11

Summary: This chapter presents the reader with some of the philosophical conflicts resultant from grading, for example whether recording a zero as a grade is ethical, the grading of students either gifted or special education in a regular class, and weighting grades. The book presents both schools of thought in each argument, with an intent to remain neutral on what decision is 'better.' However, it often seems that the text favors the newer schools of thought; not recording zeros, grading late work normally, not weighting grades, etc. However, this is hardly an overwhelming sentiment, and the chapter mostly exists to generate thought on the issues.

Key Thought: Personally, I felt that this chapter overlooked a rather obvious solution to the ethical dilemmas of grading; to take things on an individual basis. The chapter often referred to these ideas as though a teacher had to make a single choice and stay with it, which I disagree with. While obviously some potential for abuse exists, with teachers favoring or punishing specific students, this is a concern with almost any educational issue.

Chapter 10

This chapter touches solely on allowing students to redo work for full credit. Getting parents involved in this matter is discussed, and having students create a calendar towards success is a thoughtful idea that is presented. How to grade redos is touched on because it is very important to consider when grading somethings for ultimately the second time.

We do not really think we would single out particular students who did bad just to let them redo their work, we would rather allow a redo when there is a largely noticeable struggle on an assignment or assessment by the class. Since it is a redo, their second chance, we would not allow the students to achieve full credit. The suggestion of not allowing work to be redone during the last week of the grading period is important and great to keep in mind because it would be too much for a teacher. Ultimately, redos should have complete control by the teacher; what they are, when they are given and due, and how the students can go about finishing the redo.