What does it mean to grade? Grading is a context-dependent, complex process that is at its best when teachers recognize the opportunity it offers to enhance student learning.  Walvoord and Anderson (1998) identify four major roles of the grading process:

1. It works as a means of evaluating student learning in relation to course material and goals.

2. It can communicate the level of learning to the students, as well as to employers and others.

3. It functions as a motivation device in that it affects what students focus on in their studies.

4. It helps organize course components by marking transitions between topics and by bringing
   closure to particular segments of the class.

In order for grading to be as effective and worthwhile to yourself and your students as possible, make sure that you consider the tests you will implement when you are designing the course (see Course Design for more information).  Design tests that will measure the concepts and learning that you set out to achieve in the course, allow student input when designing course goals, and be clear in your instructions.  Walvoord and Anderson recommend that teachers ask themselves the following question: “By the end of the course, I want my students to be able to (fill in the blank).”   Use your responses to guide the design of your assessments.  The authors provide examples from professors of several disciplines:

At the end of Western Civilization [a 100-level general education course for first-year students], I want my students to be able to:

• Describe basic historical events and people.

• Argue as a historian does: Take a position on a debatable historical issue, use historical data as evidence for the position, raise and answer counterarguments.

At the end of this math course, I want my students to be able to:

• Solve [certain kinds] of mathematics problems.

• Explain what they’re doing as they solve a problem and why they are doing it.

If grading is considered only in hindsight, it is likely that your time will be ineffectively used and students will be discontent with how their learning was assessed.

For more recommendations for grading tests, see the information on rubrics and Primary Traits Analysis under Grading Writing Assignments.

Resources:
Walvoord, B. & Anderson, V.J.  (1998).  Effective Grading.  San Francisco: Jossey-Bass.