Chapters 7-10 FIAE

These for chapters discuss grading more intensely. The discuss when to grade,  what to grade, how to grade, and give us thinks to avoid when grading. Some of the key things I learned were whether to grade participation, homework and behavior or not. More or less the book supports the idea of not grading these areas, because in some students these areas may not be necessary in assessing the students mastery of the unit. For instance, some students may be capable of not completing their homework simply because the in-class lecture and lesson was enough for them to grasp the needed concept in order to pass the formative assessments and summative assessments, should this student be penalized for his learning style and ability? No. It is hard however to not feel some need to reward a student for completing all areas of practice-work, even if it wasn’t entirely needed for him/her, but this should always be avoided. Furthermore, as far as participation goes the book had good ideas, although they were all self-explanatory if you have a knowledge of MI theory already. Student are always going to be more likely to participate largely in their stronger areas of intelligence. A teacher can’t always expect an introverted intelligent student to speak out in fron of the class all the time in the same way that a teacher can’t expect an athlete to come in front of the class and play a song. Teachers always need to heed students areas of intelligence, ALWAYS. This isn’t just with lessons or grading formative and summative assessments, it comes with grading participation and homework as well. Also, the book discussed on whether a well-behaved student should receive bonus points or extra marks than a not-so-well behaved student. Although a misbehaving student may disrupt class if he shows mastery of all areas you intended in the unit, how can you justify penalizing him for earlier sarcastic comments? All misbehavior has some roots, students do no simply misbehave and act out for no reason and it is the job of the teacher to try to become aware of these outside circumstances.
All of these ideas are going to be useful in a future classroom of mine. I was never sure if grading on participation was a good idea or not. I always felt like it shouldn’t come to play if you demonstrate a great mastery, but I assumed that since so many of my past teachers and professors have included this grade in their curriculum I was unsure. However, I have always had firm belief that homework and behavior should never come into play when receiving grades ( having been a firm believer of misbehaving and not doing homework in high school, while still attaining acceptable and exceeding marks) because as stated above students may still be able to perform wonderfully without homework, and even though their misbehaving may say they are uninterested, it is much more likely some other issue they have been dealing with causing them to act out.