Many educators consider grades calculated from statistical algorithms more accurate, objective, and reliable than grades they calculate themselves. But in this research, the authors first asked teachers to use their professional judgment to choose a summary grade for hypothetical students. When the researchers compared the teachers' grade with the summary grades generated by computerized grading programs, discrepancies between the teachers' judgment and computer-generated grades surfaced. Consistently, grades decided through teachers' professional judgment showed greater inter-rater reliability than did grades computed by algorithms tied to computerized programs. Guskey and Jung conclude that grades are more likely to be fair and "meaningful communication" when teachers examine the evidence of student learning and use their judgment to decide what grade best summarizes that evidence than when teachers use computerized gradebooks for all situations.