One area I have yet to look into, is assessing participation. I have seen some rubrics include a section for participation, and even in my own courses, a significant percentage of my grade is reserved for evaluating participation. In their exploration of participation, Klein and Riordan, who educate teacher candidates at Montclair State University, express their concern for evaluating student learning in terms of their active participation in class. They write that “including participation into a grade that is intended to reflect evidence of learning results in a murky understanding of students’ achievement”. Klein and Riordan advocate for keeping participation separate from learning assessment as it avoids “penalize[ing] the quite, introverted student, who might be listening and creating space for thinking and reflection”. If a student is doing his or her work, and doing it well, he or she should not be penalized for not expressing their learning in an outgoing, extroverted way.