Grading System
Introduction
Grading is the primary means by which the results of
assessments are summarized and communicated.
It is seen as the culminating activity following the
instructional process:
planning instruction assessment grading & evaluation
Grading should not be an afterthought; it should be
treated as an integral part of the instructional process.
Rationale and Purposes of
Grading Systems
Grading: The process of using a formal system for
purposes of summarizing and reporting student
achievement and progress.
• Very important professional responsibility of
teachers (especially due to important consequences).
• Grades can be assigned to individual measurements
(e.g., a test or paper) or to assessments (groups of
measurements—typically at end of grading period or
school year).
• Essentially involves comparison of performance to
standards or criteria.
Rationale and Purposes of
Grading Systems
Grading (continued)
• Primary reason for grading is that school districts
require summative judgments about students.
Highly reliant on teachers’ judgments.
Should be based on accumulation of valid and
reliable evidence.
• Main purpose of grades is to communicate
information about student’s achievement and
progress.
• Can serve as source of motivation (typically for
already high-achieving students).
Rationale and Purposes of
Grading Systems
Grading (continued)
• Important, necessary criteria for grading systems:
Must be fair.
Must be accurate.
Should be based on sufficient amount of valid
data.
Therefore, should be defensible.
• Not a good practice to grade “everything.”
Grading for formative purposes versus grading
for summative purposes.
Rationale and Purposes of
Grading Systems
Grading (continued)
• Types of work to be included in summative grades.
Results of formal assessments (written tests,
large projects).
Quizzes, homework, seatwork
Nonacademic factors (e.g., attendance, effort,
attitude, participation, etc.)?
Perhaps as basis for raising borderline grades.
Summative grades should be based on academic
achievement.
Categories of Reporting
Progress and Achievement
Categories of Reporting Systems
• Categories are based on types of comparisons of
performance:
to performance of other students;
to predefined standards of performance;
to student’s own ability level; or
to student’s prior performance.
• First two types of comparisons are most common in
regular classrooms.
Categories of Reporting
Progress and Achievement
• Criterion-referenced comparisons: Student
performance is compared to a preestablished set of
performance standards.
More fair since sole basis is individual student’s
performance.
Used by most classroom teachers.
Possible for all students to earn top grade.
Two types of performance standards:
Performance-based criteria—similar to scoring
rubric.
Percentage-based criteria—based on total points.
Specific Types of Grading
Systems
Types of Grading Systems
• Letter grading system
Oldest and most commonly used system.
A–B–C–D–F (or others).
Can summarize entire term’s work with a single
grade (an advantage as well as a limitation).
Potential for imprecision—e.g., high “A” versus
low “A.”
Can be remedied with “+/–” system.
Specific Types of Grading
Systems
Types of Grading Systems (continued)
• Numerical or percentage grades
Instead of converting points to letter grades,
simply report total number or percentage of
points earned.
Both points/percentages and letter grades can be
reported in a multigrade system.
No feedback on areas of weakness; only provide
overall indication of achievement.
Specific Types of Grading
Systems
Types of Grading Systems (continued)
• Pass/fail grades
Often used for college courses outside chosen
field of study.
Not included in grade-point average.
May be recommended in K–12 for students with
learning disabilities.
Advantage is the reduction in anxiety.
Only two categories provide little formative
feedback.
Specific Types of Grading
Systems
Types of Grading Systems (continued)
• Checklists
Variation of pass/fail system; represents a type
of dichotomous grading.
Primary goal is to provide detailed analysis of
strengths and weaknesses.
Since all factors are assessed separately,
nonachievement factors (e.g., effort and
participation) can be included.
Specific Types of Grading
Systems
Types of Grading Systems (continued)
• Portfolios
Purpose is to facilitate progress, document
growth, and showcase student work.
Can be used summatively or formatively.
• Narrative reports
Typically used in early years.
Provide thorough description of strengths and
weaknesses.
May be used quite effectively as a supplement to
letter grades.
Calculation of Grades
Methods of Calculating Grades
• Most common method is total point approach.
Each assessment is allotted points, which are
added up and the sum divided by the total
number of possible points.
Variation is the calculation of percentages with
relative weights.
• Important issue related to calculation of grades is
measurement error, which can affect a student’s
observed score:
observed score = true score ± error score
Calculation of Grades
Methods of Calculating Grades (continued)
Measurement error can cause grade to be higher
or lower than actual evaluation.
The importance of this concept and its relation to
calculating grades, especially in “borderline”
cases.
For example, a student who earns 89.5% when
the cutoff point for an “A” is 90%.
Grades are typically maintained by teacher in a
gradebook.
Reporting Progress to Parents
Methods of Reporting Progress
• Most common method is through use of report cards.
Typically only provide overall indication of
performance; not very useful in providing in-
depth feedback.
• Letters to parents provide a permanent record of a
teacher’s communication with parents.
• Parent-teacher conferences permit face-to-face
dialogue; communication is a two-way process (no
longer unidirectional, as with report cards or letters
to parents).
Can be used to effectively supplement
information provided on report card.
Time consuming; scheduling can be difficult.
