Rethinking Grading

After thinking more about how I grade, I realized that it may be more beneficial to allow the students to have more of a decision on how assignments are assessed.  I currently follow the "old school" methods and grade on total points.  I am now in the process of designing rubrics to allow the students to do more self-assessing than I had before.  I feel that if the students can actually "pick apart" their own work, they may be made more aware of the areas that they need to improve.  Likewise, I plan to have the students assess eachother's work, in hopes of having them help one another to improve.  Feedback is very important as well.  I choose to give the kids more time in class to work so that I can see the work being done.  This way I can try to give immediate feedback and can correct any errors as they may occur.  Asking the students for feedback on how I teach them has been helpful for me as well.  I have had some inform me that, at times, I may be going too fast for them.  Others have stated that more examples would be beneficial.  Getting this information from them not only helps me to improve my teaching methods, but also allows for them to know that they can feel comfortable coming to me.  After our class discussion, I have had my eyes opened to the many angles that grading may be approached.  The time that it takes certain students to learn a concept will obviously vary.  Do we give a zero on an assignment just because it takes one student longer to successfully grasp that concept?  I am timely in accepting  work from students.  I try to visit with each one daily to see how they are progressing.  I do give failing grades to students who have not turned in their work, but do allow them to hand in assignments for "late grades".  Many times the kids do not realize that they have not turned in their homework until I put a zero in the computer on their assignment.  Once they realize that the missing work is affecting their overall grade, they will turn in the assignment. I feel that they should be held accountable for their work and be responsible to turn it in on time.  However, if they are struggling to learn a certain idea, do I allow time for that?  If a student comes to me and lets me know that they don't understand the content being taught, I allow for more time to complete the work.  After reading the first two chapters (or the beginning of the first one)  my ideas of grading have changed.  I hope to continue to grow as an instructor and develop new strategies on how I teach and how I assess my student's work.  The reading of this text has enabled me to see just how much one can GROW!