TL;DR:
- Grading needs to evolve from compliance-driven to growth-focused.
- Feedback should be targeted, manageable, and meaningful for student growth.
- Not every assignment needs to be graded; assess only what matters most.
Educators, it’s 2024, and wow, the last few years have been a wild ride for all of us. We’ve navigated a global pandemic, unprecedented shifts in our profession, and the reimagining of what learning looks like in our classrooms. If you’re like me, these past few years have stretched you in ways you couldn’t have imagined, both personally and professionally. But you know what? We’ve also been given a rare opportunity—one where we can rise from the ashes, phoenix style, and reexamine everything we’ve ever done. And one area that needs serious attention? Grading and feedback.
The pandemic forced us to make rapid changes—no more grading for compliance. In many districts, we shifted away from traditional grading to a feedback-based system. At the time, most educators weren’t ready. And while none of us would’ve chosen to start the conversation this way, it pushed us toward a path we needed to be on.
Because, friends, let’s be real: grading as we’ve always done it? It needs to change.
Feedback and assessment must evolve. The days of optional growth in this area are behind us.
There are so many things to consider as we rethink grading for understanding. Motivation, communication with families, effective feedback—there’s a laundry list of questions, and while I can’t tackle all of them in one blog, I can address a few key ones that keep popping up.
Let’s shift our thinking here. Instead of seeing them as ‘assignments,’ let’s talk about learning experiences. What skills are students engaging with? How does this experience help them practice, grow, or demonstrate their understanding? Click To Tweet“But how do I keep students motivated if the work isn’t ‘worth anything’?”
Here’s the thing. This question isn’t really about grading at all—it’s about the value of the work itself. If the only reason students complete something is because it’s worth points, that should tell us something about the task. Is it really meaningful? If an assignment’s value is tied to points rather than the learning it offers, why are we assigning it in the first place?
Let’s shift our thinking here. Instead of seeing them as ‘assignments,’ let’s talk about learning experiences. What skills are students engaging with? How does this experience help them practice, grow, or demonstrate their understanding? Are students clear about the learning goals they’re working toward? When the work is meaningful and tied directly to a clear goal, students will see its value—no points necessary.
“How can I possibly give that much feedback?”
We’re all swamped, I get it. But feedback doesn’t have to be overwhelming if we focus on clarity and purpose. Here’s how we can manage it more effectively.
Start by identifying the key skills you’re assessing in each unit or grading period. Narrow your focus to just those essential skills. They might not be the only things you teach, but they’re the only things you assess.
Next, create a simple proficiency scale for you and your students. It doesn’t have to be fancy—a basic “Got it” or “Not yet” scale works just fine. The goal here is to be clear about what success looks like. What does proficiency in each skill mean? What should students be able to do to show mastery?
Once you’ve laid this groundwork, giving feedback becomes much more manageable. You’ve already defined what proficiency looks like, so you can quickly tell students where they stand. “You’ve got it because XYZ” or “You’re not there yet because ABC, and here’s what to work on.” This kind of structure saves time and ensures feedback is meaningful.
“How do I use feedback to help students grow?”
This is the game-changer. The feedback you give should help students see exactly where they are and what they need to do next. Here’s the structure I’ve found works best for me and my students:
- Where are you in your proficiency? I use a skill rubric for this. It’s simple: either you’ve got it, or you don’t yet.
- Why are you there? Explain how you know they’ve reached a certain level of proficiency.
- What’s next? This is where the magic happens. Give 1-2 clear, actionable steps for students to improve. This is targeted, specific feedback that drives growth.
This system works because I’m consistent with it, and students know what to expect. Plus, I allow for reassessments. Students are motivated to use my feedback because they know they’ll have the chance to show improvement and grow in their skills. It’s a win-win.
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“Do I have to grade every single assignment?”
Nope! It’s time to rethink what we’re assigning and how we’re assessing it. Not every task requires written feedback. Sometimes verbal feedback or quick conferencing is enough. And don’t forget the tech tools at your disposal—there are amazing options for giving quick audio feedback on student work (seriously, check out those Google add-ons!).
The key here is to refocus. Make sure what you’re assigning is truly worthwhile. If it is, then give meaningful feedback. If it’s not, maybe it’s time to rethink whether that task needs to exist at all.
We’ve been given an incredible chance to reimagine what assessment and grading look like in our classrooms. Let’s not waste it. Now is the time to align our assessment practices with our values—focusing on student growth, not compliance, and making grading a tool for learning, not just a way to sort and rank students.
Together, let’s use this moment to grade better. The future of our classrooms depends on it.
About Rae Hughart
Rae Hughart is the Chief Experience Officer and co-owner of the Teach Better Team, Educator, and author of Teachers Deserve It (20) and Teach Better (19) books available on Amazon or Barnes & Noble. In 2017, Rae was honored with the Illinois State University Outstanding Young Alumni Award – inducting her into the University Hall of Fame. In 2018, Rae was honored again by winning 1st place in the Henry Ford Innovator Award for her work within educators communities to build unity between local businesses and schools. And in 2021, Rae was selected to give her first TEDx Talk called “Better Than Youtube,” emphasizing the true value of educators. You can learn more about Rae or book her for Professional Development opportunities within the Teach Better Speakers Network.
