Grading for Learning

Dear Professor,

The structure and purpose of grading in academia has been evolving since its creation, yet issues still remain. The primary purpose of grading was transformed in the early 20th century, when it became a tool for institutions to connect and coordinate with one another, rather than a tool to evaluate learning and teaching practices (Feldman, 2019; Blackwelder et al., 2020). Today, grading is defined as a tool used to quantify or measure intellectual progress and learning using objective criteria (“What is a Grade?”, n.d.), yet grades are still mainly functioning as a tool for institutions and not for the students or teachers. Together, we can alter grading into something that promotes equitable learning and encourages positive professor-student relations.