The first two chapters of this book have opened up a lively discussion within our book study. One of the main educational components for us to consider are the influences that impact our grades / grading practices. Doug Reeves states, "we must create grading mechanisms that focus more on the performance of students and less on subjective factors unrelated to student achievement". This, in my opinion, is one of the most complicated and challenging movements to impact our current practice. I am in no way throwing stones in the direction of any teacher... I will be the first to admit that I have issued students zeros for missing assignments; I have calculated grades based upon total point averages; I have deducted points for late assignments; etc. I did these things because it made sense to me. It seemed "fair" and it was intended to teach consequence of choice and responsibility. I have since learned that the research done by the experts in the field provides compelling evidence that the potential downside and negative effects of this practice of feedback far outweigh potential positives. Doug Reeves points out that many times educators base instructional decision making on relativism / experience (opinions, local evidence, and preponderance of evidence) and not on mathematical certainty. In terms of the importance of effective grading, he also mentions that there are many influences that we as educators have control over that can have profound educational impact on students. He states that "feedback is not only more important than most other instructional interventions, it is also more important than socioeconomic status, drug use, nutrition, exercise, anxiety, family structure, and a host of other factors that many people have claimed overwhelming. Indeed, when it comes to evaluating the relative impact of what teachers and educational leaders do, the combined use of formative evaluation and feedback is the most powerful combination that we have".