[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583177-105":59,"doc-detail-583177-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","making-the-grade-elevating-student-perspectives-to-improve-grading-practices","Making the Grade - Elevating Student Perspectives to Improve Grading Practices","","Policy and Practice Brief titled “Making the Grade” addresses why traditional grading can create inequities and reduce student motivation, including variability across teachers and schools and misalignment between points and real learning. It argues that student perspectives are essential evidence for aligning grading with student experiences. The brief encourages district and school leaders to center student voices throughout diagnosis, planning, implementation, progress tracking, and adjustments, with focus areas such as variability, homework versus tests, revision opportunities, and meaningful learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-the-grade-elevating-student-perspectives-to-improve-grading-practices/583177/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-the-grade-elevating-student-perspectives-to-improve-grading-practices/583177.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do the authors argue traditional grading can be inequitable?","Question",{"text":112,"@type":113},"They describe wide variability across teachers and schools, scoring systems that loosely reflect learning, and subjectivity that can lower marks for underserved students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do student perspectives contribute to better grading practices?",{"text":117,"@type":113},"Student voices provide direct evidence of challenges and frustrations, highlight supportive teacher approaches, and reveal unintended consequences of new grading methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What key areas does the brief recommend focusing on when redesigning grading?",{"text":121,"@type":113},"It emphasizes differences across classrooms, the balance of homework versus tests, opportunities for students to revise or improve scores, and how well grading supports meaningful learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583177,1792189624,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Policy and Practice Brief  \nMaking the Grade  \nElevating Student Perspectives to Improve Grading Practices  \nJULY 2025  \nAuthors  \nLinda Choi  \nAmerican Institutes for Research  \nJoel Knudson  \nAmerican Institutes for Research Student contributors from Sanger Unified School District  \nAbout the California Collaborative on District Reform  \nThe California Collaborative on District Reform was formed in 2006 to join researchers, practitioners, policymakers, and funders in ongoing, evidence-based dialogue to improve instruction and student learning for all students in California’s urban school systems.  \nIntroduction  \nA growing body of literature argues that traditional approaches to grading are inequitable and can lead to harmful disparities in student outcomes. Advocates for change highlight several problems with traditional grading practices. These include the wide variability across teachers and schools that undermines principles of fairness, and systems for allocating points that are only loosely tied to actual student learning. They also point to elements of subjectivity that can lead to disproportionately lower marks for traditionally underserved students. As a result, grades may close pathways to postsecondary opportunities for students who are otherwise prepared to thrive.1  \nIn the face of these challenges, increasing numbers of educators and school systems across the United States have prioritized efforts torethink and redesign approaches to grading.2 Efforts have included both districtwide policy changes and individual commitments to questioning assumptions and rethinking practices. The educators who are leading the charge attribute their actions to influences that include compelling research, stark evidence of disparities from their own schools or districts, inspiration from colleagues, and even mandates to adopt new approaches. Books, journal articles, op-eds, presentations, workshops, and social media posts help to articulate the case for change, as well as to highlight some of the nuances and tensions that come with new grading practices. Despite increased awareness, however, one set of perspectives is conspicuously underrepresented in the dialogue around grading: that of students themselves.  \nConversations about grading are fundamentally about student learning. If educators wish to gauge the alignment between grading approaches and student experiences inside and outside the classroom, student perspectives are a vital piece of evidence. They can help identify challenges and frustrations with their own education journeys. They can  \nlift up examples of teacher approaches that have been especially supportive. They can also anticipate the flaws and unintended consequences of approaching grading in new ways. Simply, students enable us to understand more deeply and improve more rapidly.  \nThis brief encourages district and school leaders to center student voices in reflecting on, planning for, and implementing new grading approaches. Based on insights shared during the Collaborative meeting (see textbox for more detail), we identify several key areas where student perspectives can offer valuable guidance, including how grading practices vary across classrooms, the relative emphasis on homework versus tests, opportunities for students to revise or improve their scores, and the extent to which grading supports meaningful learning. We recommend that student insights and experiences be integrated throughout a district’s efforts, from diagnosing problems to designing solutions, tracking progress, and making adjustments.  \nVariability in Approaches to Grading  \nSchools use grades for a variety of reasons: to communicate the achievement status of students to parents and guardians, to inform instructional decisions about course placement, and to provide students with information they can use for selfevaluation of their learning and mastery.3 However, because traditional practice grants individual teachers the authority to ass","cbCainkVKq6tkbtZ","https://ap.wps.com/l/cbCainkVKq6tkbtZ","pdf",239515,"English","# Introduction\n# Variability in Approaches to Grading","[{\"question\":\"Why do the authors argue traditional grading can be inequitable?\",\"answer\":\"They describe wide variability across teachers and schools, scoring systems that loosely reflect learning, and subjectivity that can lower marks for underserved students.\"},{\"question\":\"How do student perspectives contribute to better grading practices?\",\"answer\":\"Student voices provide direct evidence of challenges and frustrations, highlight supportive teacher approaches, and reveal unintended consequences of new grading methods.\"},{\"question\":\"What key areas does the brief recommend focusing on when redesigning grading?\",\"answer\":\"It emphasizes differences across classrooms, the balance of homework versus tests, opportunities for students to revise or improve scores, and how well grading supports meaningful learning.\"}]","Making the Grade - Elevating Student Perspectives to Improve Grading Practices | PDF",1792046096]