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In the traditional grading paradigm, teachers grade everything—learning, working, and behavior. They may give or take away points for behaviors, such as participation, attendance, punctuality, effort,

or neatness. They may give points for work habits, such as staying on task, turning assignments in on time, or completing homework. In addition, teachers may give points for extra credit work that is not related to the academic goals for the class.

For teachers who believe that rewards and punishments are the way to control students, grades have evolved into an elaborate system of control: Don’t bring your book—10 points off; homework a day late—50 points off; talking in class—zero for

the day; tardy—lose 5 points. As grades are used to punish behaviors, they overshadow the grades students receive for learning. All grades are permanent and averaged together, and one bad grade can seal a student’s fate. When teachers grade everything, the grade means nothing.

When we shift to a standards-based grading paradigm where only learning is graded, we change the game. We use grades to report progress toward mastery of the learning standards—not behavior or working hard. We use homework as an opportunity to check for understanding and provide feedback. For students, it becomes safe to make mistakes and take risks in learning. It’s OK not to “get it” right away. Learning—not the grade—is the goal. Grades can be improved, and redemption is possible—a much more motivating approach.

Isn’t it time to rethink grading?

Cathy Vatterott is a professor of education at the University of Missouri-St. Louis.

Vatterott, C. (2015). Rethinking Grading: Meaningful Assessment for Standards-Based Learning. Alexandria, VA: ASCD. ©2015 Cathy Vatterott

SAVE 20% Offer expires August 31, 2015USE PROMO CODE Z170 AT SHOP.ASCD.ORGON RETHINKING GRADING

ASCD Author Cathy Vatterott on Rethinking GradingExcerpt adapted from Cathy Vatterott’s book Rethinking Grading: Meaningful Assessment for Standards-Based Learning.

NEW! Rethinking Grading: Meaningful Assessment for Standards-Based Learning

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LOOK INSIDE!

Traditional Grading Paradigm

Standards-Based Grading Paradigm

Low-level rote knowledgeHigher-order thinking skills

Knowing and understanding

Applying, analyzing, synthesizing

Learning defined by what students know

Learning defined by what students can do with what they know

Evidence of learning is repeating back

Evidence of learning is using skills in new situations

Rigor is coverage Rigor is complexity

Figure 2.1: How Learning Is Defined

Learn how to develop new assessment routines that reveal your students' understanding and promote learning rather than just measure it. Seasoned educator Myron Dueck reveals how to tailor your grading practices to contribute to, rather than hinder, students' success.

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©2015 Cathy Vatterott

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