May 2025

As snow begins to melt and temperatures start to rise, “Spring Cleaning” is the term often used around this time of year when households determine what is still usable and what is no longer needed. In the same way, at least for me, this time of the school year was when I started to think about changes I was going to make for the next school year. From classroom starting routines to homework, I regularly reflected about what worked this past school year and what needed tweaking. Of all the things I considered changing each year, my grading policies and practices were always at the top of the list. A student’s grade in my class was the most important thing to them, as it was either a gateway to the next level or a roadblock in need of repeating.

Have you ever tried to walk with a pebble in your shoe? At first, most of us probably think we can just keep going and we’ll just tolerate the discomfort until we reach our destination. But it seems that eventually, that nagging little pebble can no longer be ignored. It becomes something that needs to be addressed. In that same way, the purpose of this article is not to advocate for one grading policy over another. There’s plenty of opinions and information already out there. Instead, the goal of this article is to put a “grading” pebble in your shoe. I want to provide you with some of the reflection questions I considered each year as I determined what components needed to be adjusted to better fit my class. 

What is your grading philosophy?

The most important component of your grading policies and procedures is your philosophy about what a student’s grade represents. If the answer to this question is not clear to you, there is likely a misalignment between how you assign a grade and the components that grade is made of. Like a home with a solid foundation, your grading philosophy should be the bedrock for which the rest of your grading policies and procedures are built on. So, I pose these questions for you to consider: 

• What does a student’s grade in your classroom represent?
• Does the grade represent content knowledge proficiency? 
• Does the grade represent effort? 
• Is it a combination of both?

Again, I am not advocating for any particular philosophy, but if your answer to this question is not solidified for you, there is going to be a danger that your grading practices and student’s grades are not reflecting your goals for the classroom.

Do the components and percentages of your gradebook support your philosophy?

Now that you have your philosophy in place about what a student’s grade in your class should represent, you should begin to analyze the components of your gradebook. The items and percentages that make up your gradebook should align and be consistent with your philosophy. For example, if you believe that a student’s grade should represent their content knowledge proficiency, does it make sense to have a “participation” component in your gradebook? Similarly, if you believe that effort should be accounted for in a student’s grade, is the correct balance reflected in your grading percentages? Even amongst assessments, in order to be consistent and support your grading philosophy, should you separate formative and summative assessments?

There’s no right or wrong answer to these questions in the objective sense. But it is critical that your answers align with your beliefs.

Do your grading practices reflect your philosophy?

Now that you have your philosophy set and your grading components finalized, the last factor to consider is how you will assign student grades. From assigning numerical scores to letter grades to a simple + or –, the way that you assign students their grades needs to be consistent with your philosophy. If you hold the belief that student proficiency is more of a spectrum, perhaps you will want to consider using rubrics. Or, if your philosophy guides you to place an emphasis on procedural fluency, you may find it necessary to deduct points for each mistake. Whatever method of grading you settle on, just be sure that there is cohesion between your philosophy and gradebook components as well.

Grading is a complex part of education, one that will never have unanimous agreement. That’s a good thing. It means that you have the authority to make the grading system your own and tailor it to fit your beliefs about what a grade should represent. But with such great power, comes a great responsibility. 

The questions I have posed are designed to inspire reflection about the why, what, and how of your grading practices. Once you find the balance and alignment between them, you will be on your way to creating a grading system that not only reflects your beliefs, but also creates a more equitable experience for your students. So as you head down the path to summer and another school year, I hope you take a few moments to address these grading pebbles.