FIAE+Chapter+7+Block+1

[|Synthesis FIAE C7 B1]


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter seven of Fair Isn't Always Equal tackles the validity and appropriateness of grades. Grades are relative to the environment of the student, and the expectations the teacher has for that student. In the normal grading scale, a C is suppose to mean average, however it has changed. B is the new "normal" and C will generally get a reaction from the school and the family alike. Teachers need to work on grading more equally across the board. Shooting for content mastery means not assigning grades that are below the standard set by the teacher. The student needs to continue to learn until they have satisfactorily passed a certain level. || Grading is one of my biggest fears as a professional. I feel like I can walk into almost any classroom and be atleast an average teacher, if not above average. I am not afraid of not putting in the effort required to allow students to succeed. I am afraid of grades. Is it fair that a student who cannot read a first grade sentence graduates with honors at a high school, and a student who takes all AP courses averages a B- or C? Colleges and job opportunities tend to look at a transcript with an eye that sees letters or scores, not an eye that picks off sluff classes or brain breakers. At the same time, I would rather score someone higher who knows less than another student, but tries extremely hard compared to the naturally gifted student. Grades are just a completely innacurate and outdated form of assessment. ||
 * Audy Melissa || The seventh chapter of Fair Isn’t Always Equal talks about how grades are often relative. It provides a sample essay and explains afterward that this essay, given to many different teachers, has received every grade possible. All teachers define grades differently. Some would consider a C an average grade, and some consider it bad. Some do not believe in A’s because they feel that it is hard to go above and beyond what is expected, and some give them out for meeting the standards. This is why it is important to put a lot of thought into one’s grading. One must also consider whether they grade students based on unfair aspects, such as home life, or whether or not they like the student. Essentially, it is good for teachers to speak with other teachers about assessment in order to gain a broader view. || I agree that all teachers grade differently. Sometimes I feel that it is unfair that students’ futures rely so heavily on grades, since they are all relative. For instance, a student who goes to a difficult high school may leave with a 3.0 while it would actually be more like a 4.0 at an easier school. This GPA difference will affect what kind of college they will get into. This is why I feel that grading is an unfair process at times. It is really hard to define an A, B, C, etc. When I become a teacher, I will discuss grading at length with my colleagues. ||
 * Boulter Elizabeth || This chapter was about the meaning of grades. It discusses this aspect of teaching because far too often grades are vague and not very helpful. There is no universal concept of what an A would look like in relation to a B. There is no standard or no feedback- Just a simple letter grade that is supposed to be the culmination of a whole quarter’s work. Grades these days do not depict mastery of subjects but instead reflect the inconsistencies of assessment. First teachers need to define for themselves what an A is or a B. What understandings do the students need to have? What do they need to be able to do? This chapter wraps up by telling teachers to be supportive and not just “document their fall” (Wormeli 100). Instead, lift you students up and focus on the positive and what they can achieve …not what happens if they don’t. || This chapter was a little blah for me. I felt like most of it was common sense. Obviously these things happen enough that it has to be written down because some teachers don’t realize the contents of this book, however, I felt as though some of these things I would already be aware of in my classroom. Being positive, focusing on the achievement, not just giving feedback when students fall, giving timely evaluations…these things I would always try to do! It doesn’t help for a reminder though! ||
 * Brown Ryanne || This chapter addresses the issues of grading in the classroom. The chapter explains that teachers have a difficult time communicating about their grading because each teacher does it so differently. The importance and struggle in grading fairly is also recognized in this chapter, mentioning that some teachers have a very hard time grading according to work rather than the particular student. The questions raised in the chapter explore how teachers good grade more fairly and more effectively so that the grade is less for the actual number or letter, and more for students’ feedback. To do just that, the book suggests giving standards to how the students are being grading, and making it very clear exactly how the teacher is reaching the appropriate score or grade. || I think grading fairly can be a huge problem in the classroom. Students will not gain as much from a class if they do not understand their bad grades, or even their good grades. By knowing what they are doing correctly and incorrectly, the students are given a base for where to go from there. Each grade should be sort of like a starting point. I obviously enjoy the idea of students knowing and understanding what they are being graded on, I find it particularly important. Students should be given a little room for improvement and revising in their work in my opinion, that makes for a more fair grade when it comes down to effort and work quality. ||
 * DePue Margaux || Chapter 7 discusses how relative grades can be and how many teachers’ grading systems differ in definition. Teachers need to be aware of the context in which they grade as well, such as whether or not they grade a student based on their backgrounds, SES or what their home situations are like. In order to effectively grade students, teachers must have clear criteria, meet with educators in their department to discuss how they will grade their students and know the material they are presenting to their students. Grades are not always clear indicators of a student’s mastery, though that is their original purpose. All students learn at different paces, so what they earned on an assignment may not be a clear indicator of their true ability. Grades can be defined differently in different schools or by different teachers- what is an A for some could be a B for others, and vice versa. Grades of one student should never be compared to those of another and teachers should never let students slip by with a low grade to get to the next level of mastery since they will not have the ability to do so. Teachers should avoid emphasizing deficit over achievement and should always give specific feedback to their students. || I think that it is highly important for grades to be based on clear criteria and not compared to the grades of other students. When I begin teaching, I will be meeting with the other teachers in my department and discussing the way in which we grade together. I do not want to base grades on what SES, background or home situations my student has because I do not feel that it is fair to the other students who will be in my class. My students will know what to expect from me and will be treated fairly and equally. I would never think of pointing out a student's faults over their strong points, since that creates lower self-esteem in students and can discourage them from learning effectively. The only question I have is this: if we shouldn't use frowny-faces on graded assignments (which I would not do anyway), is it okay for me to use smiley-faces and stickers on students' papers? ||
 * Dunne Kaisha || Chapter seven, The Relative Nature of Grades and Their Definitions, goes into grading practices and how they are a big concern for teachers and schools but are often ignored and the appropriate means by which to grade. Even though teachers and administrators do not really want to talk about them, there should be discussions about grades in schools (such as in meetings). With the variation in grades, how can one tell whether or not the student has achieved mastery? There are multiple interpretations of what a certain grade stands for, yet it would take a good amount of energy to sit down and agree on one meaning. How can a student, a parent, or a fellow teacher tell if a student understands what they should about the subjects taught that quarter when all they get to see is one letter grade? They can’t. Grades mean so much in demonstrating understanding, and yet are not explained enough. Thins chapter points out that we need to remember as educators and assessors that grades are not always a clear message of understanding. A student can do all the work required, but still not master the material presented. Grades do not always motivate students. Many students need something more worth while than a report card to learn, they need understanding of the concepts being presented and assessment that shows that. There is no one set way to grade. Teachers should find a way that works for them, their class, and most importantly their students. || I really felt strongly about this chapter because I feel like sometimes my teachers don't even read the work that I've done and just check to see that its done and check it off. I had a history teacher in High School that had us do our chapter outlines/ notes in a specific format adn he would come around peak at them and check us off. Well one day one of the other students decided to write 'Mr. Cross is never going to read this. Mr. Cross is never going to read this' over and over again in the 'correct' format. We all noticed and watched as he came around the room, nick flipped his pages and then Mr. Cross goes "mmhmm" and gives him a Check! I was livid because I busted my butt on that chapter and Nick got by with a "mmhmm" and a check by repeating the same line in a formated way. After that I decided that I didn't want to be the 'Mr. Cross is never going to read this' slacker kid or the "mmhmm' check teacher. Grades should reflect how much work a student puts into it adn how well they have mastered and gained understanding of the content. ||
 * Hudson Kimberly || This chapter talks about the relative nature of a grade and what they mean. Most of the time, grades do not accurately portray a students mastery of the subject. So much is stuffed into one little symbol that it no longer has meaning. Students’ differences and backgrounds should count a little bit towards grading. Students thrive because teachers are able to be flexible. Effective assessment can only occur against commonly accepted and clearly understood criteria consisting of frequent communication. Teachers also have to be knowledgeable in their subject area in order to assess students properly. Grades are more often subjective and are usually more distorted in their accuracy. Grades are also not always indicators of mastery. || This chapter is interesting because thinking back; it really is stupid to assign a symbol to a student’s work. Really, what does getting an A tell you in terms of feedback? Yes you did something right, but what did you get wrong so you didn’t get an A+. I really think we need a new grading system that actually measures how well a student understands the subject. ||
 * Korn Shauna || This chapter was about how important grades are, but how they need to have a clearer sense of what they exactly mean to teachers and to students. Grades are always a topic that is hard to talk about sometimes concerning who gets points for what, the difference between grades, and what exactly they mean. When giving out a grade teachers do not always have material that is always clear as to which student gets which grades. This chapter talked about how important it is for discussions like this to take place so that students understand what is going on with their grades and to not make the subject so taboo. By doing this grades can be given to students who know what is expected and understand what is going on. || I feel that this chapter was really important because I would want teachers who knew what they wanted out of me and had specific instructions to tell me exactly what I need to get what grade. This is where I think that the rubrics that we all have been making and were actually being graded on would take place. Rubrics allow teachers to say ok if you want this grade here are the things that you have to do in order to get it. This way students know what is expected of them and can act on that to get the grade that they wish to have. ||
 * LaRose Rebecca || This chapter was about grades. Although they are important, they have to be meaningful to both student and teacher. Students need feedback on their work so they can understand where they stand and know how they are learning. Teachers need to know exactly what they consider an A or a B they have to give their students the same knowledge to show where there is room for improvement and so they can see exactly what needs to be fixed for the next time. || I think that this is important because students need to be able to understand what is happening to their grades. Students can't be held accountable for things that they are getting wrong that aren't being handed back on a timely manner. Students should also be able to understand their grade thoroughly without being confused about why they got a B- rather than a B. ||
 * Murphy Amber || In our culture too much emphasis is placed on the grades. Teachers must give constant and consistent feedback to students so students can understand and can better learn the material. It is very difficult to assess students and know exactly what the letter or number grade stands for. It is difficult for teachers to have a rubric that states clearly what students will be graded on. Grades don’t always mirror how well the student knows the information or how well a student has mastered the material and when giving grades that is what it means to the student. Every teacher grades differently and it is hard to determine if the student has successfully earned the A or the B. It is very important for teachers to give constant feedback to their students so they are aware of areas which have room for improvement and then students will know how they are doing in relevance to the class. || I believe that this chapter had some very good points. I believe that every teacher grades differently and it is extremely hard to watch this in high school. There is nothing more frustrating then taking the same class as one of your friends and their class being that much easier because of how the teacher grades it. I believe that grades don’t always show what you have accomplished or how well you know the information and this is one reason why grades can be very frustrating to both the student and the teacher. ||
 * Nieuwkerk Hannah || Grades have gotten to the point where teachers squeeze and condense everything that we have learned during the whole year of high school into one grade. Teachers really have to look at the fact that summative grading does not have a pedagogical use. Students need feedback, early and often for them to learn and continue to learn. Teachers that can step out of the paradigm to teach students in ways that they best learn, have the most successful students. It seems that this chapter is really pushing for no actual number grades, just have far students have come in their learning. It is becoming more and more difficult to put a number on a paper. What is an ‘A’ paper? Is ‘C’ average now? Or is it a ‘B’? What is average? Especially if students are to be graded individually, that means that each student is very separate from everyone else in their work. Several grading scales are given including an “A, B, or You’re not Done Yet”, which I like because it shows that the student’s work is still in progress and it gives the student incentive to keep going. The chapter ends with a two quick tips: do not put a ‘frown face’ on students’ papers, it makes them shut down, and do not start the beginning of the year telling the class that they all have an ‘A’ because it from then on, the teacher is always ‘taking away’ points. || Now that I think about it, having just one grade for a class that I have worked at for over a nine months can just be a single grade. What does that one grade mean? How is it reflect me? Does it average out a couple good aspects of me and one really bad one, coming out overall that I was a good student? I also thought that it was interesting how the teacher saw herself as ‘being nice’ to the students at the school with lower SES, but later on, she realized that she was just tired of trying to fight the students to learn more. I have to be careful of this, too; because I catch myself thinking these thoughts, even at Mt. Blue, and I can’t give up on the students, they can learn it, it will just take a little longer. I also liked the quote that a “D is a coward’s F”, because it is true, most teachers feel ‘guilty’ and don’t want to fail their students, they just want to slide them along to the next teacher, which is not acceptable. ||
 * Scheffler Erich ||  || This chapter was about grades. In the beginning of the chapter, the book talked about how the typical grading system that is in place now is not very useful. It then went into a section that defined grades. It talked about how years ago, a C was an average grade, but in most schools now, B is the average grade and C is looked at as less than average. The chapter then had some teachers’ responses to what they think is A material in their classes. The chapter then talked about how teachers define the other grades, and what they think of grading as an idea.

I found this chapter so interesting. I think that the grading system should be reworked, and maybe not scraped completely, but it definitely needs to be better. I loved reading what teachers define A work as, and what they think of the other grades as well, and also their opinions of grades in general. ||
 * Simoneau Andrea ||  ||   ||
 * Stevens Newcomb || This chapter talked about grading and its current flaws. This chapter also talked about how grading occurs and some of the prejudices that can come with it. Student tends to be obsessive over grades and teacher often use them to enforce: this tends to make grades less about educating. Grades have also transformed norms in the classroom: B’s have become the C’s. Parents often think if their kids get a C for a grade, they think that something is wrong. There are even teachers that do not condone grades. || I often suffered much grounding due to C grades. I was more worried about being grounded than my actual education. This little anecdote describes one of the dangers of grading. I think that not enough students are working toward education because so much emphasis is put on the grading marks. I think that grades need to be specific. I also think that grades should be turned into pass or fail marks with specific comments about the student’s situation. ||