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ERIC Number: EJ863128
Record Type: Journal
Publication Date: 2009
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1041-6099
A Rose by Any Other Name: Grading and Assessment
Greville, Elizabeth C.
Assessment Update, v21 n5 p1-2, 13 Sep-Oct 2009
Any assessment primer cautions that course grades are not ordinarily considered outcomes assessments. The rationale for excluding grades as an assessment mechanism uses the following logic: because grades measure a variety of learning outcomes and probably take into account factors like attendance that have nothing to do with evidence of learning, grades are not an acceptable means of assessing a discrete learning outcome. Yet the entire system by which students earn credits, maintain academic standing, and secure other benefits is built on course grades. Faculty have to award grades to students and often chafe against the idea that grades are not sufficient measures for assessment programs. In this article, the author aims to show that the twain can meet--not to argue that grades are assessment but, rather, to advocate the position that assessment and grading do not have to be mutually exclusive. With careful, deliberate, and disciplined organization of teaching, evaluation, and grading, outcomes assessment does not have to be a separate activity from grading. The approach proposed in this essay takes for granted high motivation on the part of the faculty member to rethink traditional grading practices and intentionally link the components of a grade to specific learning outcomes. Adopting the proposed approach requires dismantling and reassembling a syllabus in order to align each piece of graded work to a specific learning outcome. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A