Traditional grading methods typically revolve around meeting specific criteria to obtain a grade. For instance, the conventional 0-100% scale aligned with the A-F system is widely used. However, under this system, the margin for failure is typically 0-59%, which means that despite a student’s effort, the likelihood of failing is statistically higher. Although these methods are commonly accepted in education, they don’t necessarily ensure that students achieving high grades have truly grasped the material or can apply it beyond the classroom. To help students succeed and promote more equitable learning environments, it’s worth considering alternative grading methods.
Competency-based Grading
Competency-based grading aligns levels of achievement and proficiency with letter grades. Students demonstrate competency through various assessment options tied to specific learning objectives. They receive feedback and grades directly linked to these objectives, empowering them to determine whether to continue working on specific content or shift focus to other objectives.
Contract Grading
Contract grading requires students to collaborate with their instructor to establish grading criteria and expectations. The contract outlines precise evaluation criteria and establishes transparent benchmarks for attaining proficiency in the course. By collectively formulating standards and linking them to letter grades, students have more agency in the course and greater autonomy over their grades.
No-Zero Grading
No-zero grading tackles the disparities present in conventional grading systems, where anything beneath 60% results in a failing grade. Assigning zeros for unfinished or absent work serves as a disciplinary measure rather than a motivational one. By eliminating zeros, students have more opportunities to demonstrate their learning and improve their overall grades, without having to overcome the inaccuracies of zeros.
Specifications Grading
Specifications grading uses pass/fail assessments to indicate proficient understanding of content and skills, rooted in clear learning objectives. When students underperform, they’re provided with chances to revise and resubmit work, to demonstrate their growth and learning. Assessments may be tiered or bundled to delineate the amount of effort required to earn each letter grade.
Ungrading
Ungrading focuses on giving feedback to students instead of an evaluative grade. Throughout the course, students receive feedback about their work and how to improve to meet the expectations. Not assigning a grade encourages students to read feedback and motivates them to improve without using grades to motivate them or as a punitive measure. At the end of the semester, students receive grades but withholding grades while they are learning encourages them to focus on growth.
Further Reading
- Alternative Grading (Academic Technologies at University of Miami)
- Do No-Zero Policies Help or Hurt Students? (Emelina Minero, Edutopia)
- Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms (book by Joe Feldman)
- The Problem with Grading (Lory Hough, Ed. Magazine, Harvard Graduate School of Education)
- Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (book by Linda B. Nilson)
As always, CITL is here to help if you want to discuss alternative grading methods that would work for you and your students! Contact us through our Help webpage for assistance with this or any other pedagogical or instructional technology questions.
