FIAE 7,8,9,10


In these chapters the author talks about Different ways teachers grade. In chapter 7 the main point is that grading is not a final thing. Two teachers may grade one assignment completely different ways. Teachers all have their own idea of what makes something worth an A grade this occurs because of bias and elements of an assignment that the teacher thinks it is most important. I liked how the book gave a short essay to grade. This gave a real example of how different people grade and made me start to think about ways that I can make sure I am grading for subject matter and not for flimsy things like visual appeal or spelling. This is where the importance of rubrics comes into play. Rubrics can help to eliminate some bias because we are following a guide on grading.

In chapter 8 of FIAE the author talks about why we grade. The author also explains the implications on students who receive grades. The chapter also explains how teachers choose to grade things and why they are important to grade. Things should only be graded if they hold significance to the standards. Grades are often stressed too much and students are given busy work to make it seem like they are doing fulfilling things but often these do not meet the standards. The best ways to grade are; Give feedback, document progress, and inform future instructional decisions. Following these can make grading more beneficial to students.

In Chapter 9 of FIAE the author tells the reader how not to grade. Many of the things the author says not to do I still see teachers doing in their grading. How are schools transitioning toward the idea of the new age of grading? Teachers should not grade practice assignments. From what I have experienced in school and college. Homework, which should be practice, is still graded. Homework should be a time for students to make mistakes and ask questions.

Chapter 10 talks about students redoing work. In my opinion students are allowed to fail. It is the teachers job to take their failure and help turn it into a success. Students should have the opportunity to redo and improve to show that they are meeting standards. Students are constantly learning and constantly improving their skills so it may take longer for a certain topic to click in a student’s mind. A teacher may need to go back and review with the student before they can do work to their full potential.  I think that I would implement the ability for students to redo assignments with one stipulation. Students have to meet with me or a tutor before they can turn in assignments for review. For each assignment that is one meeting with the teacher to help them understand the content.

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