In this post, I've simply copied and pasted a piece that I've written and included for my course syllabi for next school-year. This requires a few words of explanation. First, my school, as mentioned previously, still uses the traditional normative grading practices of percentage grades, averaging, letter grades based on percentage ranges, and GPA calculations. My school is initiating a process of reforming grading practices, but, at least for next year in the high school, the traditional system will remain. As a result, what I've explained below is an attempt to assess, score and report using criterion-based grading within my own classroom despite the larger structure of the school. As a result, not every aspect of it is exactly as I would most prefer it. Second, it's important to note that I haven't actually implemented this plan in this exact way yet. It's possible that I'll have to return to it at some point and refine it once it faces the realities of actual practice.

In previous posts I’ve mentioned the problem with traditional grading practices. I’ve explained that they’re normative grades that aren’t referenced to any predetermined set of criteria.  This brings us to an alternative to normative grading, which is criterion-based grading.  In short, criterion-based grading means that the grade reflects the extent to which the student achieved the criteria for that assignment, unit, or course.  Other terms that could be substituted for “criteria'' could be, “goals,” or “objectives,” but the point is that the criteria is set from the outset, and is transparently clear to both the teacher and the students. 

In this post, I'd like to finally dive into the actual practices of grading. I've found myself teaching at a new school this semester, where traditional grading practices are still the norm (though, to the school's credit, it has embarked on an assessment and grading reform plan). My daughter has also found herself navigating traditional grading practices at her new high school this year. As a result, issues around grading have continued to occupy my thinking. In this post, I'd like to dive into the issue of grading by starting with a critique of traditional grading practices.  I should note that these are traditional grading practices in an American education context, and have influenced grading practices in K-12 schools in other parts of the world as well.  Though not identical, I will also note that these practices were very similar to those used in my Canadian schools growing up.   Of course, that does not mean they're universal.

Dear Student,

My name is “Grade.”  You know me from that report card you received yesterday.  I was sitting there glaring at you from the box next to the line for your History class.  I fear that my presence there was a disappointment to you; in fact, I fear that my presence in your school life has been a source of frustration for many years. I wanted to write to you directly to clarify a few things.  I want you to know who I am and what I truly stand for.  I also want to express to you my frustration at being often misused by teachers, including teachers that you’ve had throughout your school life.  I’m not what you think I am; I’m not that thing that causes you anxiety and keeps you awake at night.  I’m not that thing that triggers a grounding from your parents, who take away your video game console each time a report card comes out.  Rather, if I was better understood for who I really am, I could be meaningful to you, and I could even support your learning.