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Chapter 7 Question to Consider: if you've assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact often demotivates them?

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Chapter 7 Question to Consider: if you've assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact often demotivates them?

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Chapter 7 Question to Consider: Because the zero is never an accurate description of a student's knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. Would this scale make the grade more accurate? More equitable? More motivational?

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Chapter 7 Question to Consider: Because the zero is never an accurate description of a student's knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. Would this scale make the grade more accurate? More equitable? More motivational?

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Chapter 7 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 7 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 8 Question to Consider: Many of us give students a grade "bump" when they have shown improvement or growth over a term. By allowing (and encouraging) students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?

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Chapter 8 Question to Consider: Many of us give students a grade "bump" when they have shown improvement or growth over a term. By allowing (and encouraging) students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?

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Chapter 8 Question to Consider: How easy should it be for a student to be able to calculate her own grade? How could we use a student's own grade as an opportunity to teach mathematical principles of median, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?

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Chapter 8 Question to Consider: How easy should it be for a student to be able to calculate her own grade? How could we use a student's own grade as an opportunity to teach mathematical principles of median, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?

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Chapter 8 Question to Consider: Think of an example in the professional workplace in which group work (or more likely, called "collaboration") is expected. What is the rationale, and how is the effectiveness of that collaboration determined?

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Chapter 8 Question to Consider: Think of an example in the professional workplace in which group work (or more likely, called "collaboration") is expected. What is the rationale, and how is the effectiveness of that collaboration determined?

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Chapter 8 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 8 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 9 Question to Consider: In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?

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Chapter 9 Question to Consider: In the professional world, what are some different consequences when something misses a deadline? Do those consequences exempt the person from ultimately performing the task?

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Chapter 9 Question to Consider: Some consider cheating on an assessment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?

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Chapter 9 Question to Consider: Some consider cheating on an assessment not an act of disobedience, but as a signal that though she is struggling, she is still engaged and cares about her success. Why is cheating arguably a reflection of greater engagement than if the student simply skipped the assessment?

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Chapter 9 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 9 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 10 Question to Consider: Look back at Tangela and Isabel in chapter 4. If summative assessments were the only element in the grade, what grade would each receive? What are the implications? What message do we send each of them? How might it change how they and their caregivers think about each student's progress? How might it change how each would respond moving forward?

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Chapter 10 Question to Consider: Look back at Tangela and Isabel in chapter 4. If summative assessments were the only element in the grade, what grade would each receive? What are the implications? What message do we send each of them? How might it change how they and their caregivers think about each student's progress? How might it change how each would respond moving forward?

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Chapter 10 Question to Consider: Ask some middle school or high school students about why they copy homework, or what gets in the way of students completing homework. What is more important to you-- that students do a much homework (and presumably, learning) as they can themselves, or that they copy it so that they get the points? What would need to change to explicitly communicate this priority?

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Chapter 10 Question to Consider: Ask some middle school or high school students about why they copy homework, or what gets in the way of students completing homework. What is more important to you-- that students do a much homework (and presumably, learning) as they can themselves, or that they copy it so that they get the points? What would need to change to explicitly communicate this priority?

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Chapter 10 Question to Consider: Look at the gradebook for one of your classes. Compare students' test or summative assessment scores with their homework scores. For which students are their summative assessments higher than their homework scores? If a student learned the material, how much does it matter if the student turned in homework? For which students is it reversed (homework scores are higher than summative assessment scores)? If a student turned in homework but did poorly on assessments, what does it suggest about whether homework served its purpose (or who might have done that student's homework)?

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Chapter 10 Question to Consider: Look at the gradebook for one of your classes. Compare students' test or summative assessment scores with their homework scores. For which students are their summative assessments higher than their homework scores? If a student learned the material, how much does it matter if the student turned in homework? For which students is it reversed (homework scores are higher than summative assessment scores)? If a student turned in homework but did poorly on assessments, what does it suggest about whether homework served its purpose (or who might have done that student's homework)?

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Chapter 10 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).

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Chapter 10 Golden Lines (a golden line is a piece of text that stands out to you, that makes you think, that resonates with you, that challenges you, etc.; does not have to be a full sentence, but it can).