This document discusses several methods of grading student performance: - Percentage grading based on exams and assignments - Letter grading using a scale like A-F with possible plus/minus modifiers - Norm-referenced grading comparing students to each other using letter grades - Mastery grading where students must reach a specified level of attainment to pass - Pass/fail grading with two levels of pass or fail - Standards-based grading comparing performance to established content standards It also discusses narrative grading using written comments instead of or in addition to scores or letters.

2. •PERCENTAGE GRADING -
Using a percentage scale (percent
of 100), usually based on percent
correct on exams and/or percent of
points earned on assignments

4. •LETTER GRADING AND
VARIATIONS - Using a series of
letters (often A, B, C, D, F) or
letters with plusses and minuses
as an ordered category scale -
can be done in a norm-
referenced (standards-based)
manner

5. •NORM – REFERENCE
GRADING - Comparing
students to each other; using
class standing as the basis for
assigning grades (usually letter
grades)

7. •MASTERY GRADING -
Grading students as “masters” or
“passers” when their attainment
reaches a prespecified level,
usually allowing different
amounts of time for different
students to reach mastery

9. •PASS OR FAIL - Using a
scale with two levels (pass
and fail), sometimes in
connection with mastery
grading

11. •STANDARD GRADING/ABSOLUTE
STANDARDS - Originally, comparing student
performance to a pre - established standard
(level) of performance; currently, standards
grading sometimes means grading with
reference to a list of state or district content
standards according to pre - established
performance levels.

12. •NARRATIVE GRADING -
Writing comments about
students’ achievement, either
in addition to or instead of
using numbers or letters

15. 1.) More students take rigorous
courses.
2.) More challenging courses can
be offered.
3.) It increases a student's GPA.
4.) Higher class rankings for
those who take more
demanding courses.

16. 5.) Students are more competitive
with peers from other schools with
weighted grading for first-choice
and
more elite college acceptance.
6.) Better chance for students to
receive more in scholarship
monies.
7.) More likelihood for students to
have higher self-esteem

18. 1.) Lack of consistency from school to
school as to what courses are weighted
and how much they are
weighted.
2.)Not all courses, even honors and AP,
are equally demanding.
3.) It may send a message to those who
are taking regular courses, that their
work is not as highly valued
as weighted classes, which may lower
self-esteem and attempts to strive for
high grades.

19. 4.) College admissions offices tend to
look at the overall GPA and not if the
grades had been weighted.
5.) If a student is afraid of getting a low
grade in a more rigorous course, he/she
may opt to take a less
demanding course in order to earn a
higher grade.
6.) Tracking of students could become
more common.