Letter Grading: The Debate

Assigning grades to students have always been a constant in our schools. Percentage grading (grade number between 0 and 100) dominated the 19th century and the early part of the 20th century. Things changed with the emergence of the report card in North America. This began an era (1911-1960) of letter grade reporting instead of numerical or percentage grading. Letter grading (A, B, C, D, F) still dominates our elementary and secondary schools today even though the pass/fail grading option became popular in the 1960’s. This form of grading (letter grading) continues to be a hot debate amongst educators.

Teachers have varying views in regards to letter grading because student evaluation is based upon many factors that usually include academic performance (effort, ability, and participation) and achievement. The problem is there are no set guidelines or rules with letter grading and this allows for extreme flexibility. One teacher may have a certain criteria in assigning a letter grade while another’s is completely different. Grades should be based upon student achievement rather than single teachers’ personal standards. There needs to be set universal letter grading procedures between all teachers within the school district they are employed.

Administrators and teachers need to work together to ensure students letter grades are fairly being issued. Teachers should work together and share knowledge about alternative assessment ideas. Professional development through training would be a step in the right direction so that letter grades can be based upon many factors besides just academic performance and achievement. Many educators also believe giving students zeroes on incomplete paperwork should be eliminated. The belief is that a zero shouldn’t hurt a student’s grade if they have done well on tests or quizzes. Some teachers have already implemented using fifties instead of zeroes on paperwork that is not completed. This is an example of an issue that needs to be resolved and cannot just be the philosophy of some teachers. Students need to get used to a set criteria of standards so that problems don’t come about because one teacher grades one way while another grades differently.

Grades are essential outcomes for our students. They have been used throughout our nation’s history and will continue to through letter grading. It’s imperative we as educators make sure our students are graded fairly without cause for concern. This is why all teachers within the school districts they are employed need to come together to find a common ground in their grading procedures. Such agreement would lessen the frustration and confusion of parents and their children (students) in regards to grading differences amongst teachers.

References:

http://bctf.ca/publications/NewsmagArticle.aspx?id=13110
http://drpezz.wordpress.com/2008/08/31/grading-may-change-failure-rates/
http://www.qcsd.org/qcsd/lib/qcsd/fp_7-30_LA_assessment2v2.pdf
http://www.soe.vcu.edu/merc/briefs/brief38_grading_assess_p1.htm