UbD/DI- Chapter 8

This chapter discussed how difficult it can be to teach to a classroom composed of so many different types of students and learning styles. This can cause difficulties when trying to grade and having to use only one grading scale. To many students, they place such a high pressure on themselves to achieve not an understanding of the material but a good overall grade. The emphasis switches from knowledge to a letter grade. However, as the chapter discusses, grading can be a way to communicate not just to the student and how they are progressing through the material and the class but to their parents as well. Some ideas that need to be considered when grading are to make sure that the grades given are determined by how they relate to the goal at hand, how valid the evidence is for grading it as such, how the grading relates to the criteria, and to avoid other obstacles that could hinder grading specifically allowing to focus on a better end result. Teachers do need to make sure that there is little to no competition between students who are succeeding in the class and who are struggling. Many are judged not based upon their knowledge but by the letter they have received, which is most times the only thing students’ peers view.

I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.