Frankly, I found this chapter both insightful and annoying, which, remarkably is extremely important. My first reaction after reading this was that the entire chapter except for the very end was a complete waste of time, but on second thought the fact that the book kept going back and forth between sides helped me realize how hard grading actually is.
Before starting this chapter, I have always believed that any type of recognition should be based on how much you put into it. Everything is worth something if you at least tried. Honestly though, that isn’t all that there is to something. There have been people who have tried so very hard and gained nothing from that except the realization that the task they were working on wasn’t for them. The sad truth is effort is tied with improvement. How much did you get out of this experience? Well, obviously if you tried, you got more out of it than the student to whom it just comes naturally.
This chapter completely changed my perspective on how I view grading now. I am not, by any means, saying that grades are the way to help kids, but since they are such a large part of the educational system it only makes sense that a teacher has an opinion on them. Well now my opinion is better formed I feel that grades should be represented on how much progress the student has made. This is not to say that standards should be lowered because a student has difficulties, it means that students with difficulties can have the most room for improvement. Room for improvement is now something that should be viewed as a positive simply because it gives the student an even larger opportunity to grow.
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