Rethinking Grading Practices: Moving Beyond Points to Promote Student Growth

Conversations around grading in higher education are long overdue for a shift. An anecdote from a faculty member illustrates an ironic tension between traditional grading practices and the realities of student life. While they discussed personal victories and professional setbacks, he expressed skepticism towards alternative grading methods introduced in faculty workshops, arguing that they fail to prepare students for a world with harsh deadlines and strict rules. Here's the thing: traditional grading methods are often more reflective of instructor bias than actual student learning.

Research supports the notion that conventional grading—exemplified by the 100-point scale—can demoralize students. A single zero can severely hinder a student's grade trajectory, creating a significant barrier to recovery. Such punitive measures often deter students from seeking accommodations, especially those from vulnerable backgrounds, due to existing power dynamics that favor compliance over communication.

It's striking that grading strategies remain one of the few elements in higher education that haven't undergone meaningful revision, despite extensive efforts in restructuring onboarding and institutional engagement. Alternative grading methods have gained traction, demonstrating positive outcomes such as improved student retention and reduced anxiety levels. These practices resonate strongly with students; they remind us that they're not merely numbers but individuals navigating complex lives.

Equitable Grading Practices: A Path Toward Growth

Equity-based grading practices counteract the deficit mindset that often pervades traditional academia. They empower students by emphasizing growth and learning over strict adherence to outdated metrics. Examples include:

• Exam and quiz retakes: Allowing students to revisit assessments gives them a chance to learn from their mistakes and reinforces a growth mindset.

• Ungraded homework: This method enables students to engage with course material without the risk of penalization for external life challenges, allowing them to deepen their understanding.

• Minimum grading: Establishing a grade floor—typically set at 50%—mitigates the harmful effects of receiving a zero, facilitating a path to recovery for struggling students.

• Specifications or standards-based grading: This approach clarifies expectations by assigning grades of “satisfactory” or “not yet,” providing students with more control and transparency regarding their work.

These equitable grading practices mirror real-world scenarios more closely. For instance, in most professions, employees don’t face immediate termination for minor mistakes. Instead, they receive opportunities for improvement, a model more aligned with what students experience in their lives outside the classroom.

Real Impact on Student Experiences

Feedback from students in classes employing alternative grading methods has been overwhelmingly positive, echoing trends found in educational literature. Students report heightened success rates alongside diminished anxiety. For instance, statements like:

“If you didn’t do this, I would have already failed at this point, as I was unaware of how intense this class would be.”

“My mom passed away about a month ago… The flexibility was like huge for this class, especially when other classes it’s not the same.”

“Things in life happen, and very quickly. Someone shouldn’t be doomed to fail just because life caught up to them.”

Such sentiments are crucial to understanding that if learning and growth are our goals in education, then archaic grading systems are likely hindering those outcomes. The academic freedom enjoyed by faculty members can be leveraged to promote these more equitable practices, allowing educators to align their grading with the realities students face.

Starting the Transition

As educators, we must critically assess our grading practices. It's time to reflect on the employment patterns within our fields and consider how grading can better prepare students for real-life challenges. Incorporating equitable assessment strategies might be perceived as a form of micro-resistance against outdated systems, yet it's a necessary step to equip students for the workforce they're destined to enter. By considering what grading looks like in the context of personal growth and societal pressures, educators can promote a healthier, more effective learning environment.

Working towards equity in grading isn't merely an academic exercise; it's an ethical imperative to ensure that each student—regardless of their background—can thrive and achieve their full potential.

Amanda Colosimo, EdD, serves as a Professor of Geology and the President of the Faculty Association at Monroe Community College, with over 20 years of teaching experience. Her research focuses on alternative grading practices and their effects on student motivation and success.

Benjamin Schermerhorn, PhD, is an Assistant Professor and Chair of the Physics and Engineering Department at Monroe Community College, emphasizing evidence-based approaches to improve student learning outcomes.

References

For further inquiries, refer to the existing literature on grading practices, including studies on standards-based grading, faculty engagement, and the psychological aspects of learning.