Problem: Ms. White's grading approach-using students' IQ scores to adjust her comments and assessments-raises serious ethical and pedagogical concerns. While her intent appears compassionate, the practice risks violating students' privacy and undermining fair evaluation. According to the American Psychological Association (2020), IQ scores are sensitive data that should not be disclosed without consent and must be interpreted in context. By writing IQ scores in her grade book, Ms. White risks inadvertently stigmatizing students and breaching confidentiality. Grading practices should be based on demonstrated performance rather than presumed capacity. Brookhart (2017) emphasizes that effective grading communicates achievement rather than potential. When teachers base feedback on standardized measures like IQ, they risk confusing aptitude with effort, which can demotivate students. A more ethical approach would be to use formative assessments and differentiated instruction to support each learner's progress while maintaining high expectations for all students. From a Christian worldview, this scenario also touches on the biblical principle of impartiality. James 2:1-4 warns believers against showing favoritism. In the classroom, this translates to evaluating each student by consistent standards and extending grace and encouragement equitably. As educators, we are called to steward our students' gifts responsibly and to cultivate their God-given potential without partiality. Need Assignment Help?