GRADING AND REPORTING STUDENT LEARNING

Grades are "not essential to the
 instructional process."

General Conclusions From the Research:

1. Grading and reporting are not essential to the instructional process.

2. Grading and reporting serve a variety of purposes, but no  one method serves all purposes well.

3. Grading and reporting will always involve some degree of subjectivity.

4. Mathematic precision does not yield fairer or more  objective grading.

5. Grades have some value as a reward, but no value as a punishment.                    

6. Grading and reporting should always be done in reference to learning criteria, never "on the curve."

7. Three general types of learning criteria are used in grading  and reporting:    
 a. Product criteria
 b. Process criteria
 c. Progress criteria
8. Report cards are but one way to communicate with parents.
    
    Guidelines for Better Practice:
1. Begin with a clear statement of purpose and specific learning goals.
    a. Why are grading and reporting done?
    b. For whom is the information intended?
    c. What are the desired results?
2. Ensure that grading and reporting methods provide accurate and understandable
    descriptions students learning.
    a. More a challenge in clear thinking and effective communication
    b. Less an exercise in quantifying achievement
3. Use grading and reporting methods to enhance teaching and learning.
    a. Facilitate communication between teachers, students, parents, and others.
    b. Ensure that efforts to help students are consistent and harmonious
4. Alleviate questionable practices:
    a. Example 1: Averaging to obtain a student's grade or mark.
    b. Example 2: Assigning a 'zero' to work that is late, missed, or neglected.
    c. Example 3: Taking credit away from students for behavioral infractions.



From: Guskey, T. R., & Bailey, J. M. (2001). Developing Grading and Reporting
Systems for Student Learning. Thousand Oaks, CA: Corwin Press.
Guskey, T. R. (2002). How’s My Kid Doing: A Parent’s Guide to Grades,
Marks, & Report Cards. San Francisco, CA: Jossey-Bass.

Grades have no value as punishment.