Alfie Kohn Reading: " Grading: the issue is not how but why?"
The first thought of reflection that comes to mind is have i cross referenced the notes to the syllabus to obtain the necessary points for the blog (philogging assignment).  In reviewing the rules, after i set the blog up on the notes, i discovered the fact that i believe these comments were to be done Friday not tonight.

None the less, the point of Kohn grades and their intent are more counter productive than beneficial and caution should be used. In my attempt to not summarize as traditionally trained i see the point and reality of the article.  In my own experience i recalled the reading instruments known as SRA's that segregated students based on their ability to read, comprehend and then appropriately answer a series of questions correctly to advance to the next color.  The intention was to learn while establishing a motivational tool to advance to the next color. The problem, this exercise definitely sent a message in the class about who was perceived smart and dumb respectively.  I think early on there was some motivation to advance to the next color but as time passed i recall some students moving forward so far and fast that others became disconnected and content with mediocrity.  Standardization of teaching and assessment is the norm that i see and hear from the general public and those not connected to education.  The reality that i am discovering in the few days connected to this class is standardization probably cripples education as opposed to helping it.  Conventional wisdom of what works in education (and most other issues) is faulty when analyzed scientifically for effect.

The general theme that i speculate is going to come up again and again is that creativity, thinking beyond the bubble and the recognition of individual needs of students is crucial to learning.  I remember a geometry class in  high school and that the teacher graded on a curve.  Now that i think about it i remember being more concerned about the curve and where i would fall than how i could actually learn geometry.  There again class was segregated into the smart, dumb and mediocre and once individuals were set there, i don't recall a burning desire to move to higher level.  I recall mostly one way dialogue between the teacher and higher performing students and the rest (me included) trying to figure out a score to make a grade to get through it.  In a work setting not a school setting i concur with the point raised by the author about expectations, effort and skill attainment.  Just because an individual gets a raise doesn't mean they earned it or will work hard for it.  Many many times i experienced and worked along side people who were the most productive and were actually overlooked for financial gain or attainment of high performance measures. Doing the task or job right is the operative objective not necessarily the prize at the end of the race.  Grades used as a measurement of progress as opposed to a the feeling of punishment always made me work harder.  A student support structure that allowed me to think as an individual and that set up norms and expectations in a shared way are the classes teachers and environments that i have used mirrored in my working and personal life.  The teachers that did not afford or allow this i can hardly remember their names.