Recommended Reading

Allen, James D. “Grades as Valid Measures of Academic Achievement of Classroom Learning.” The Clearing House 78.5, The Relevance of Educational Psychology to Teacher Education (2005): 218-23. Print.

This source discusses a radical perspective of the grading system based on the fundamental educational psychology assessment principle of validity. This approach encompasses the validity of what learning is being assessed and the validity of the communication of the assessment to others. Allen argues that teachers fail to give valid grades. This source provides a few perspectives of the grading system with respect to the “Effective Learning Environment” and “Even Playing Field” viewpoints by giving them merit, while also calling their utility into question.

“Assigning Course Grades.” Center for Innovation in Teaching and Learning. University of Illinois at Urbana-Champaign, n.d. Print.

This source discusses how the controversy behind the assignment of grades is philosophical in nature and no amount of studies can quantify “what counts as an ‘A’ or what percent of the class should receive a ‘C’?” Therefore, the source discusses what goes into assigning grades from an objective standpoint because it is understood that coming to a definite conclusion about the structure of the grading system is difficult. This source supports the “Even Playing Field” viewpoint to an extent by acknowledging the factors that teachers must keep in mind when assigning grades.

Cross, L. H., and R. B. Frary. 1996. Hodgepodge grading: Endorsed by students and teachers alike. Paper presented at the annual meeting of the National Council on Measurement in Education, New York, April. Print.

This source explains how there are more factors than a student’s academic achievement that contribute to the absolute grade they receive. Cross and Frary found that there were a variety of factors that teachers account for when they assign a letter grade to a student. Therefore, they make an effort to test the validity and reliability of the grades students are receiving. This source provides multiple perspectives for all viewpoints on the site, but most directly the “Even Playing Field” section as students are not being put on an even playing field when factors such as their character contribute to their academic score.

“Faculty Resource on Grading (FROG).” Faculty Resource on Grading. University of Washington, n.d. Print.

This source distinguishes between the pros and cons of traditional grading practices; this includes absolute grading (e.g. percentages) or relative grading (e.g. curves). Furthermore, the article explains what kind of grading system is most appropriate for certain courses and program goals. This source provides multiple perspectives in regards to the viewpoints presented on the site, but specifically the “Self Evaluation” section in that the assignment of grades differ based on the type of grading system used and the benefits that come with it.

Gusky, Thomas R. “Making the Grade: What Benefits Students?” Educational Leadership. Vol. 88 Num. 3. November 2001. p. 14-20. Print.

This source explains the use of grades and their benefits on students. Gusky explains the controversy about grading and reporting practices and which practices benefit students and encourage learning. He discusses several points that explain why the use of grades is not necessary for effective teaching or, more importantly, effective learning. This source provides an alternative viewpoint to the “Self Evaluation” section as it brings about the idea that grades aren’t an accurate form of self evaluation because the manner in which grades are assigned isn’t the most accurate either since they only briefly describe the learning process and some idea of its adequacy.

Larsen, Mark D. “Making the Grade: Programs for Monitoring Students’ Scores.” Hispania 68.4 (1985): 880-83. Print.

This source describes how educators would ideally like for motivation to be intrinsic, however that isn’t the case. Larsen argues that grades serve as a vehicle to determine how much effort a student is putting in and reward them based on that. Additionally, grades are utilized in order to differentiate between students that need more of a challenge and those who need more assistance. This source supports the “Effective Learning Environment” viewpoint as it supports the division of students based on their ability to handle a challenge and the motivation they exhibit to do well in school.

Marzano, Robert J. “Transforming Classroom Grading.” ASCD. N.p., Sept. 2000. Print.

This source discusses the purpose of grades and why they are employed in the first place. Marzano states that the main reasons grades are used include: administrative purposes, feedback about student achievement, guidance, instructional planning, and motivation. He argues that the most important purpose for grades is to provide information or feedback to students and parents and the best referencing system for grading is content-specific learning goals: a criterion-referenced approach. This source puts light on why the grading system is used in the first place and is applicable to all the viewpoints on this site by addressing issues specific to each one.

“The Campus Writing Program” p. 20-24. Indiana University.

This source outlines the grade norming training that teachers generally need to complete in order to be given the ability to assign grades to students. The Campus Writing Program delves into the process and what happens during the 60-90 minute session. Briefly, this includes the teachers receiving essays to grade and justifying why they assigned that grade through qualitative feedback. This source supports the “Even Playing Field” viewpoint as it demonstrates that based off of the training that teachers must endure, students are given objective grades solely based on rubrics. However, this source doesn’t account for human error in the sense that even if teachers complete the training, as humans they are still capable of grading with inherent bias.