Teachers at all levels of education today struggle in their efforts to assign fair, accurate, and meaningful grades to students with disabilities, especially those placed in general education classrooms. Lacking specific policies or recommendations, most teachers apply informal, individual grading adaptations for such students. Although these…

This study explored teachers' views on several decisive issues regarding grading and reporting student learning. Data were gathered through a survey administered to 556 K-12 teachers from a medium-size, Midwest school district with a student population that closely approximates national student demographics. MANOVA analyses revealed few…

This paper describes a major initiative in the Commonwealth of Kentucky to develop a statewide, standards-based, student report card for reporting the learning progress of individual students at all grade levels (K-12). Led by a team of researchers with expertise in grading and reporting, 36 educators from three diverse school districts created…

Few educators receive any formal training in assigning marks to students' work or in grading students' performance and achievement. As a result, when required to do so, most simply reflect back on what was done to them and then, based on those experiences, try to develop policies and practices that they believe are fair, equitable, defensible, and…