Chapter eleven of Fair Isn’t Always Equal discusses six specific issues within grading. These include what grade to record for an incomplete assignment, grading gifted students, weighting grades, automaticity versus concept attainment, grading late work, and grading special needs students in inclusion classes. I was particularly interested in the author’s take on the problem of late work. His advice is to first take into account the student’s individual situation as regards turning in work (i.e., does the student do this frequently or is this a somewhat isolated occurrence?), and then to record two grades for the student. When it comes time to use grades for what they’re useful for (That is, to reflect mastery of subject matter), the grade that doesn’t take into account lateness of work will be used.
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