We spent about 20 percent of our time on evaluation. I reduced the worth of each of the evaluation questions to bring them more in line with the emphasis I had actually given them in class. One of the reasons I am so conscientious is in deference to the many inane and, to my mind, unfair tests I took in school that ironically led me to pursue a career in education. Ironclad point standards for grades. The teacher decides what grade goes on the report card.
Evaluation is an inexact science.
90-A. Students deserve the benefits of serious doubts. One test that's anomalous may reflect more about the test than the student. Overcalling the name of a student you are worried about. But if the self fulfilling prophecy becomes operative here and Anthony is much more likely to confirm the teacher's expectation and actually misbehave. Just this past term I found myself calling on one particular student too often.