FIAE- Chapter 12

This chapter, in line with previous chapters, discusses yet again the idea of grading. This time however, it discusses the grading scales. The way in which a teacher grades, whether or not some want to admit it, vastly affects the students and the way in which they view not just the material at hand, but the class and the teacher as well. Giving a simple number or letter grade is not as easy as it once was, taking into account the large number of different learning styles, behaviors, attitudes, as well as personal and social lives. Most teachers prefer a system of grading based on the hundred point system, the four point system, or a specified amount. It is easier to use a smaller scale to grade students on, eliminating that extra room for discrepancies or debate. Using rubrics with each grading scale can also help clarify the expectations required. There is much more room for questions using a larger scale due to the many ways in which a student could have gone wrong or does not understand why he/she got that grade. Being able to be stern about why something was a particular grade and giving fair and reasonable explanation to each student is what should be happening.

This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.