Developing Grading and Reporting Systems for Student Learning

This work brings organization and clarity to a murky and disagreement-filled topic.

Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years. Here is the first serious look at the issue, written to provide all those involved -- especially teachers -- with a coherent and thoughtful framework.

Guskey and Bailey offer four pillars of successful grading and reporting systems:

• Communication is the primary goal of grading and reporting
• Grading and reporting are integral parts of the instructional process
• Good reporting is based on good evidence
• Creating change in grading and reporting requires creating a multi-faceted reporting system

Written to help readers develop a deeper and more reflective understanding of the various aspects of the subject, Thomas Guskey and Jane Bailey's work brings organization and clarity to a murky and disagreement-filled topic.

Here is a practical and essential guide for teachers, administrators or anyone concerned with understanding and implementing best practices in grading and reporting systems.

Thomas R. Guskey is Professor of Educational Polity Studies and Evaluation at the University of Kentucky. He has been a teacher at all levels, served as an administrator in Chicago public schools, and has worked in the area of professional development for more than 20 years. Guskey has written widely and is a regular presenter at the annual conference of the National Staff Development Council.