Back-to-back posts because I was playing a board game this weekend and forgot to post that night! I have a really hard time being critical of this book, considering in many ways it helped launch my classroom assessment and grading research. Granted, the more I learn, the more asterisks I attach to ideas in Grading for Equity, which is tough for me to admit. I simultaneously recommend that all educators read this to understand basic concepts, like standards, while I also acknowledge that it’s still a grade-focused, and possibly grade-heavy approach. That is, standards-based grading (SBG) is a lot closer to traditional grading than many might think, and has the potential to result in even more grades, just in new packaging (e.g., “Needs Improvement,” and “Proficient”). Therefore, here are my thoughts after my first rereading of this book since really diving deep into classroom assessment and grading literature.