Synthesis Chapter 13 Assess

This chapter discussed the different ways to set up gradebooks that support a differentiated classroom.
Some of the various ways that were shown were separating by the standards that each assignment met, separating the gradebook into topic sections, arranging the assignments so that all assignments weighted the same amount are together, etc. Lastly (and most traditionally), the book also mentioned arranging the gradebook chronologically by assignment, which allows you to see the student's growth over time.
Each of these set-ups, though seemingly different from each other, have one thing in common; they all support differentiated instruction by creating a set-up that is conversation friendly. All of these systems create a list of grades that are more than just numbers. They all, in one way or another, support the idea of student growth and enabling teacher/student or teacher/parent conversations about the grades. They give them meaning, a sense of growth and a goal to be aimed at.