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Well... I skimmed a lot of it because it was trying to convince me of grading concepts that I already agree with. Examples; you shouldnt be grading things that dont actually test student skills and/or knowledge (fill-in-the-blank worksheets, copied class notes, etc.), and that you should provide assessments other than standardized tests. One thing I didnt think about was minimizing the emphasis on assessments that are given early in a unit. OConner gave the example of learning to ride a bike. You wouldnt really grade someone on their knowledge of riding a bike the first or second time they got on one - youd just give them feedback on how they can improve. I hadnt really thought about that before.One of his big ideas is to only record the grades of summative assessments. Quizzes, mini-projects, and anything else done during the unit leading up to the summative assessment would be graded just to give students feedback as to how they can improve. None of it would actually make it to the gradebook. Its a radical idea that makes sense, but I feel like for my particular population of students, many wont do work if they feel like they wont get credit for it. I dont know... I dont want to have to pull teeth more than I already do.With the new year staring up next week I think Im going to modify my grading system for sure, but the problem is that OConner doesnt really give a lot of examples (templates) that I felt that I could use. I think that this book is great for sparking ideas, but a lot of work is left to the teacher.

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