Changing the Grade: A Step-by-Step Guide to Grading for Student Growth

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About

Many educators agree that the 100-point grading model is not always a reliable way to evaluate student learning. But is there another way to more accurately and equitably grade students and provide high-quality information to parents while fostering student learning? If so, why haven't school districts across the country changed their practices?

Acknowledgments

Introduction: Why Should We Change Scoring and Grading Structures?

What We Know About Grading

Building the Foundation

Developing the Grading Structure

The High School Variation

About the authors

Jonathan Cornue is an educator, engaging presenter, thoughtful coach and mentor, and author. For more than a decade, he has offered workshops and coaching sessions that run the gamut of education topics, including curriculum development, differentiation, test development, professional learning communities, brain-based learning, student engagement, poverty, homework, mentor training, new teacher development, project-based learning, and grading.

Cornue began his career as a high school English teacher, before joining the staff of a technical school at the Madison-Oneida Board of Cooperative Educational Services (BOCES), where he embedded senior English curricula into 19 different programs. Currently, he is a member of the organization’s Staff and Curriculum Development Department, which serves nine area school districts. He supports teachers and administrators in all subject matters and at all grade levels.

He has presented on scoring and grading at ASCD's annual conference and has served as a board member for the National Abolition Hall of Fame and Museum and for the New York State Amistad Commission.