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I found myself really agreeing with how prone to bias grading CW and behavior are. "Teacher' implicit biases also affect how we interpret our students' behaviors so when we used our interpretations of behaviors to evaluate and grade them, we must ensure that our implicit biases don't reflect and result in the same disparities that we see too often in disciplinary consequences." pg 110
again on pg 123 "Trying to evaluate a student's  effort is a minefield opening the door for our bias and subjectivity..." (This whole paragraph.)

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Chapter 9 - Empathy/Equity in Learning, not Fudging Grades

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Chapter 9 - Empathy/Equity in Learning, not Fudging Grades

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"Does this mean that we check our empathy and compassion at the schoolhouse door? Are we supposed to be unfeeling umpires simply calling balls and strikes? Of course not. Equitable grading practices give students hope, support, and opportunities for redemption. But they are, above all accurate reflections of what a student knows, resistant to our biases that lower or raise grades because of student's circumstances or identity." pg 112

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I find the author's understanding of extra credit very different from my own. To me extra credit is more challenging problems in the same area that can substitute for points lost in the same topic? Perhaps this should just be an alternative path to mastery, which the author discusses the value of at a later point? (pg 112)

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I think the minimum grade of 50 is just a mathematical fudging of the numbers to make the 0 - 100 (A to F) system agree with the authors philosophy mathematically. I think the system should be overhauled to one proposed earlier - (0 - 20 = F, 20 - 40 = D, 40 - 60 = C, etc.). This addresses the problem with minimum grading described in the text without setting an arbitrary minimum. It also helps with teachers who may argue against giving credit for no work (a point the author brings up as an argument against minimum grading.)

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"Many of us assign Fs believing (or perhaps merely hoping) that those Fs will motivate struggling students to work harder, to improve their behaviors and approach to learning." (pg 157) I found myself strongly agreeing with the author when he describes how the intention of the quoted perspective is the opposite of the reality - students see the failing grades as actually discouraging and then give up in my experience.

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I found myself still wondering after reading Chapter 9 how to avoid a deluge of grading due to flexibility around late work. (Discussion of this on pg 116).

Chapter 9 - "Hard work and persistence are important skills for life not for their own sake, but only when hard work gets us closer to a goal. It's another example of where traditional grading detaches the means from the ends." pg 123 (I find myself agreeing about the detaching means from the ends in general, but arguing against the authors valuing of 'hard work' as only outcome dependent? I guess, I find intrinsic value in hard work sometimes... I guess extrinsic evaluation doesn't help in either case!)

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"Whenever I talk with teachers about the learning process, they all emphasize the importance of mistakes. Not only are mistakes acceptable and likely, they say, but mistakes are necessary for learning. Without mistakes, they assert, learning can't happen....What would it look like to support hope and redemption in our classrooms through our grading practices?...Mistakes are not only only normal for learning, but they lead to success. Mistakes aren't the end of learning -- they are the prelude to learning." pg 161-162

Mandatory Retakes: "If our mission is to teach so that students learn, we don't let their immaturity dictate their destiny." pg 172

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Chapter 11 - What assessment designs support the retake process?

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Chapter 11 - What assessment designs support the retake process?

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The author describes sorting exams by content/standard. I think one of the most challenging parts for students is determining the skill that a question is assessing. The skill to be able to determine what skills is required is an important skill to teach especially w/ regards to Regents style tests.

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Retakes - Our school is already doing this in that we allow retakes of assignments until mastery is met
Grading the Work, Not the Timing of the Work - The DOE has this as a current policy. Pros/cons for keeping this policy post-pandemic?
Excluding Participation and Effort from the grade - We are doing this in ELA this year. I can see that this is useful during a pandemic, but aren't those soft skills like participation worth measuring in some way or other?

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After reading chapter 9, it made me think about the discussion ELA had about not grading the professionalism standard, and i found myself thinking that it makes sense since behaviors can be perceived differently by a given teacher.