Common Sense Issues in Grading Students

Will his grade make sense
 to him and his parents?

• Fifty grades are not needed for assessment – half that number or less will suffice if assessment tools are properly designed; 
• Keep it simple – a grading system should be easily understood and used; 
• Avoid unjustified and complicated procedures in grading that confuse students and parents; 
• Remember that students own grades, not teachers – teachers shouldn't manipulate grades; 
• Avoid grading on a curve to normalize grades ­– the best teachers will have students whose grades are skewed to the high end and that is what teachers should try to do; 
• Expect the worst student grades on early assessments while students are still learning how individual teachers write tests; therefore begin testing with easy assessments; 
• Grade assessments – not behavior – and grade for learning – not effort ­­and responsibility; 
• Report  – don't grade  –  behavior and responsibility;
• Try to avoid giving zeros, as they can have disastrous and often unjustified effects on grades; often zeros mean student grades are missing, not that the student truly had zero knowledge; zeros should never be punitive.
• Don't be surprised that many students seem to make no effort to improve; bad grades do not motivate most students to improve;
• Grade summative assessments, not formative assessments like homework.