Equitable Grading Practices
Grade Reported
on Q and on Transcripts
A
B
C
D
Percentage in Q
82.5%
70%
50%
35%
Note: An F is issued with a 0%, in any case in which no assessment has been submitted or performed to provide evidence of learning.
Average Gradebook Scores
3.3
2.6
2.0
1.4
4-Point Scale
4
Exceeding Expectations
Demonstrates complete understanding & application of skills or concepts AND deeper learning beyond the level explicitly taught.
3
Meeting Expectations
Demonstrates understanding of skills and concepts
2
Approaching Expectations
Demonstrates some understanding but makes errors.
1
Getting Started on Expectations
Demonstrates little understanding of the skill and/or concept.
Why is this shift in grading practices so important?
Academic performance based on clearly identified course content and outcomes (standards), should result in greater intrinsic motivation to demonstrate actual student learning rather than a focus on amassing the maximum number of points.
The grade reports ONLY a student’s academic performance for the course content and outcomes (standards), and incorporates:
Explicit learning outcomes
Rubrics and “proficiency scales” that describe gradations of student outcomes
0-4 scale
Expanded use of formative assessment
The grade does NOT include:
Averaging performance over time
0-100 percentage scale
“Participation” and other student behaviors (including attendance, cheating, “effort”)
Performance on homework, formative assessments
Group grades
Extra credit