1. Timothy Hall & Cortney Kittridge
Grading for Learning
Timothy Hall & Cortney Kittridge
“In a perfect world there would be no grades - at least as we know them now. “
Brookhart

2. Introduction to Grades
“Of all the things we do as teachers, few have the potential for creating more problems and misconceptions than grading.”
“Grades are momentary inferences at best.”
“Many schools have not changed from toxic and counterproductive grading policies.”
“Schools use grades because it’s one of those things somebody once decided on and now everybody just goes along with it.”

3. Reflecting on Grading
Reflect on why educators grade students and their achievement.
List as many purposes as you can.
When you have finished your list, number each purpose in order of priority (1 for your highest priority).

4. Four Uses for Grading Instructional Uses Communicative Uses
→ to clarify learning goals, identify student’s strengths and weaknesses
Communicative Uses
→ to inform families about how well their student is doing in school
Administrative Uses
→ to determine promotion, assignment, honors, athletic eligibility
Guidance Uses
→ to help students make their educational or vocational plans realistically

5. Role Reversal Complete the first 6 problems on the handout.
As a group we will grade your work together.
Complete #7-12 on the handout.
Turn and Reflect with your neighbors.
Why might you give something like this in your classroom?
Which grading style was more meaningful?

6. Standards Based Grading
A system of reporting student proficiency in a number of specific learning goals (or standards).
Rather than give students one grade on a test that assessed multiple skills, this system gives students a number of scores that represent their proficiency in each of the skills assessed.
The idea is that at the end of the class a student has mastered the essential content necessary for the next level. You are focused on knowledge, not on points.

7. Guidelines for Grading
Relate grading procedures to learning goal.
Use criterion-referenced performance standards as reference points to determine grades.
Limit valued attributes included in grades to individual achievement.
Sample student performance- do not include all scores in grades.

8. Guidelines for Grading Continued
5. Grade in pencil-keep records so they can be updated easily.
6. Crunch numbers carefully - if at all.
7. Use quality assessment(s) and properly recorded evidence of achievement.
8. Discuss and involve students in assessment, including grading, throughout the teaching/learning process.

9. “It is inappropriate to focus on trying to eliminate grades; it is more productive to make grades better.”
“What will you do this coming school year to make grades more meaningful for your students?