ABSTRACT

Assigning meaning to a grade that specifically defines the expectations of work is one of the most important components in developing a grading system. If teachers use the verb in the state standard as the identifier of proficiency, then anything above that standard constitute a higher-level grade. Grading always elicit a desire for quality over quantity. A proper place to start is to understand what grading systems are most frequently used in educational system and the implications of each. In traditional grading systems, students are given a letter or numerical grade for their performance on assessments. When grading via a rubric on traditional grading system, students receive multiple, separate grades based on the objectives set forth by the rubric. Grading should be objective and reflective of a student's true proficiency level. Reporting periods should not be a game of judgment or sympathy, but rather a fact-based process that is driven by learning evidence and student performance.