This chapter dealt with report cards and how they can be used to accurately report student work. The problem that many teachers find in reporting grades is how to differentiate between student mastery of the curriculum and student growth. If you give an A to a student that has improved dramatically over the course of the year but is not reaching the established standards, then others might have unrealistic expectations for these students in future years. On the other hand if you give them a D for their mastery when they have made spectacular progress they can get discouraged and give up. I really liked the format that had the teacher give a letter grade for mastery, and a number grade after it for the progress made. Therefore the student referred to before would get a D3, meaning their mastery was at the D level, but their progress was a 3. This would also help to describe upper level students that weren’t being challenged enough by giving them an A1 which would mean that they already knew the material and this was basically a wasted year for them.
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