Grading "Fix #2"

     After reading Chapters one and two in Ken O'Connor's book entitled A Repair Kit for Grading: 15 Fixes for Broken Grades, I found fix number two to be one that I have given considerable thought.  It has made me view how I grade late work and implement some changes that I have made to help support students rather than give reduced grades or a zero on late work.
     When I first began teaching, I was fixed on set manners of grading.  Of course, many of those were followed by me in high school and college.  Responsibility was always something to consider when completing and turning in assignments on time.  If work was not handed in on time, the result was a reduced or failing grade.  For students who were concerned about their academic performance, turning work in late wasn't an option.  For others it may have set them up for failure.  Considering these two situations and listening to the good points that were brought up during our class discussion, I now have some different thoughts on how to deal with "late" work. 
     Students learn at different rates and may need more time to complete their work and master certain concepts.  Prior to the reading and discussion, I went from "no work equals a zero" to dropping the score on the assignments by 25% per day until it was turned in--with day four being an automatic zero.  By allowing students to take a zero or reduced grade, I have realized that I am not able to note improvement or see if the students are mastering the concept being taught.  I have since allowed them to turn in work within a given period of time.  If they turn something in "half" finished, they will get it back to fully complete.  The students are starting to realize that "half" isn't good enough for me and shouldn't be for them either.  Some would agree that this isn't teaching the students to be responsible as deadlines will more than likely be a part of their future whether it be in college or in their jobs.  I feel that if a student is working on mastery of a concept, and needs more time, that they should be able to have extra time to promote learning and mastery of that particular skill.  I have visited with my students about turning work in on time.  I have told them that if their work is not turned in within the time frame given, they need to come in and finish it with me so I can assist them if needed.  Most have been very receptive to, and welcome the extra help.  One other topic that was discussed in class that parents and students may find beneficial would be to incorporate "timeliness" on report cards.  It could easily be added into the "comment" section so parents are aware if this is an issue with their child.
     Of the "fixes" that we have read about and discussed in chapters one and two, "fix two" is one that has truly made me reconsider how I have been grading late work.  It has not only changed my approach on accepting and grading late work, but also the manner in which I am supporting the education of my students.