Chapter 11

Abstract:
This chapter focused on six main questions that one might have about grading in the classroom. Some of the topic's included giving sixty's instead of zero's, how to grade gifted students, weighting grades, automaticity versus concept attainment, grading late work and how to assess special needs students in traditional classroom settings. It goes in depth with each question, referring back to various examples and charts.

Reflection:
Audra, Matt and Chelsae all had questions or reservations about giving a student a sixty instead of a zero. Matt mentioned that a zero does accurately reflect a student's ability and mastery of the information because they didn't do the work. He suggested that instead of giving a sixty to a student to make it more fair, that educators completely rework the entire 100 point grading system. Chelsae had similar thoughts. She realized that zero's could dramatically affect a student's average, but she thought that students would stop doing the work because they could something for doing nothing. Audra realized that not grading late work or accepting with a dramatic loss of points doesn't benefit anyone. She thought that the chapter made a good point when it said that late work is accepted in the real world so it should also be accepted in schools. Erik suggested the possibility of using only A's and I's for work that has been mastered and work that still needs work. He mentioned that in real world scenarios there is no middle ground so this system would prepare students more for the real world.