Rethinking Grading: Meaningful Assessment for Standards-Based Learning

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About

Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process.

Acknowledgments

Introduction

The Culture of Grading

Why We Need a New Grading Paradigm

What Grading Looks Like in the Standards-Based Classroom

What, How, and When to Grade

About the authors

Dr. Cathy Vatterott is Professor Emeritus of Education at the University of Missouri–St. Louis, a former middle school and high school teacher, and a former middle school principal.

She is the author of three ASCD books: The Teens Are Not Alright: School and Classroom Practices to Support Student Well-Being (2025); Rethinking Homework: Best Practices That Support Diverse Needs, 2nd Edition (2018); and Rethinking Grading: Meaningful Assessment for Standards-Based Learning (2015).