Chapter Seven: The Relative Nature of Grades and their Definitions

Chapter seven on Fair Isn't Always Equal explained how to grade effectively and that the way teachers teach (differentiated) is the way that teachers will assess their students. Sometimes this makes it hard for teachers to grade because there is no unified form of assessing a student. The chapter also explained that although teachers make adjustments to students' grades, it does not mean that they are weakening the curriculum and students' mastery of the content. If teachers did not adjust grades, then students will not obtain the larger picture in learning. They will be forced to learn something all on their own. Teachers need to remember that grades are very fragile and vary. If teachers keep communicating with one another about what constitutes as an A, B, C, D, or F, then students as well as teachers will have a clear and fair idea of how to grade children. The chapter also reminded teachers to never draw faces next to the grade and to never tell students that they are starting out with an A. Drawing the students faces to the grade discourages them and is unfair. By telling a student that they are starting out with an A, that sends off the message to the student that they only have one way to go: down. This information was very valuable to me as a teacher because I do not want to give my students one option. I want to provide my students with the opportunity to learn as much as they can, revise their work so that they can succeed, and be able to feel confident in my class without worrying about a letter grade. If my students are able to focus on trying their hardest, then their hard work will be noticed and the letter grade will truly depict the students' mastery of the content because they will always be learning and revising.