Regarding assessment of learning, Educational Research Newsletter presents an interesting article on the dangers of focusing on fairness to the point where best grading practices are ignored. For example, they say that teachers often place too much emphasis on student effort and on simply handing in the work on time and too little attention to determining their progress against required standards. They suggest four principles to guide assessment practices, whereby grades were to be, 1) referenced to the curriculum objectives, 2) an accurate representation of achievement, 3) the importance of carefully weighing multiple assessments against learning expectations and finally, 4) ensuring that assessments are clearly understood by teachers, parents, and students.