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.