1. When teachers believe that grading in a differentiated classroom is difficult, if not impossible, what are the issues and concerns fueling that belief?
2. The authors assert that the primary goal of grading and reporting is to communicate to important audiences, such as students and parents, high-quality feedback to support the learning process and to encourage learner success.
- To what extent do present grading and reporting practices effectively communicate? To what extent are they accurate and fair?
- In what ways do current grading practices achieve that goal for academically diverse student populations?
- In what ways do current grading practices fall short of achieving that goal for academically diverse student populations? In other words, for whom do current grading practices “work” and for whom do they “not work”?
3. The chapter offers six principles of effective grading and reporting. Examine them individually and discuss which students might learn more effectively if the principle were reflected in grading and reporting procedures—and which students suffer when they are not. Be sure to take into account the impact of grading practices on student motivation.
4. In what ways might reporting three factors — student achievement of goals, progress toward those goals, and work habits in pursuit of those goals — improve student motivation? Student performance? Parent understanding of student work? Teacher satisfaction with reporting?
5. Review Figure 8.1. What big ideas unify Understanding by Design, Differentiation, and effective grading practice?