Assigning a Valid and Reliable Grade in a Course - IDEA Paper 79 - May 2019

Oct 15, 2026

The paper presents actionable guidance for assigning valid and reliable course grades across disciplines. Validity is defined as how accurately grades reflect student learning and achievement, while reliability refers to the extent of random error that can distort grades and undermine that validity. It explains grading as a measure translated into letter categories, critiques common grading practices, reviews recommended versus inappropriate criteria, and discusses consequences such as grade inflation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Defining a Grade

The Importance of Grades

Research on Grades

Common Problems with Grading Practices

Reliability, Criteria, and Objectivity

Assigning a Valid and Reliable Grade in a Course IDEA Paper \#79 • May 2019 Thomas M. Haladyna • Arizona State University Abstract The author discusses valid and reliable ways to assign grades in an academic course in any discipline. Validity means the accuracy of a grade’s reflection of student learning and achievement. Reliability concerns the degree of random error that might be present and affect validity. First the author defines a grade as a measure of achievement, then identifies problems with existing grading practices and outlines principles that lead to valid grading. Grading criteria, which should be carefully and thoughtfully selected, are reviewed and categorized as “highly recommended,” “controversial,” and “inappropriate.” Whichever grading method instructors choose should accurately measure their students’ achievement, because a grade represents a contract between instructor and student that accurately reflects a particular level of learning. Finally, the author discusses grade inflation. Keywords: College grading, grading criteria, validity, reliability In this paper, I provide guidance for instructors in higher education and professional schools on valid and reliable grading for any course of study or discipline, based on a large body of scholarly essays, research, and my experience as a teacher educator and educational psychologist. I also draw on cognitivelearning and psychometric theories, as well as principles of effective teaching. Validity and reliability are the central concepts in measuring student achievement. Briefly, validity addresses the accuracy of a test score, grade, or other measurement. In this context, a grade must accurately reflect a level of achievement. Reliability considers how much random error might invalidate a grade. In this context, an accurate grade of B might easily end up as a grade of A or C due to large random error. We must ensure that a grade is as accurate and error-free as possible. Defining a Grade A course grade in any college, university, or graduate or professional school represents a student’s achievement. Measurements of student achievement have typically been based on psychometric theory. Achievement is a quantitative variable that is customarily represented by a number that purportedly reflects the amount of learning that has occurred. The instructor calculates this number based on criteria that he or she has established for that particular course. It resembles a test score, which is often used as one of the many measures of achievement. The instructor then translates that number into a defined category in a hierarchy (A-B-C-D-F) . However, some information is lost in this translation. For example, within the B category, scores can range from a low B to a high B. Assigning a B to a student obscures the quantitative information represented by a low B or a high B. Thus, the grade simplistically reduces information regarding student achievement. Administratively, most colleges, universities, and professional schools nonetheless require a grade. The Importance of Grades Student grades serve at least four important roles (Walvoord & Anderson (2009): (a) to evaluate the quality of a student’s achievement; (b) to communicate to the student and also to graduate schools, employers, and other interested parties about the achievement; (c) to motivate the student; and (d) to demarcate the transition from the course toa future course or role in society. To advance in any program of study, a student usually requires a passing grade. Failing a course of study may eliminate a student from a program. Research on Grades Brookhart and colleagues ’ comprehensive review of grading practices provides many insights into currentday grading practices (Brookhart et al. , 2016), which, both historically and currently, are very diverse, perhaps as a result of academic freedom. However, a strong trend now exists toward making grading practices more uniform and at

FAQs

How does the paper define validity in grading?

Validity means the accuracy of a grade’s reflection of student learning and achievement.

What does reliability in grading refer to?

Reliability concerns the degree of random error that might be present and affect validity.

What are some documented problems with common grading practices?

The paper notes issues such as low reliability when grades rely on too little information, subjective judgments when criteria are missing, and improper influences such as attitude or superficial engagement.

Oct 15, 2026

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