Teacher Tools Related to Grading

 

  • Prioritizing Content and Related Assignments
    Prioritizing content involves reviewing the content to be covered in class during the marking period, applying explicit criteria to rate or rank the content on importance, identifying assignments related to the now prioritized content, and determining the grading criteria for the prioritized assignments.
  • Basing Part of Grade on IEP Goal Progress
    A grading adaptation involving progress on IEP goals is designed so the student is provided opportunities to practice and improve skills targeted while participating in the general curriculum.
  • Basing Part of Grade on Processes Used to Complete Work
    Processes are the steps, strategies, or tools students use to complete their work. Learning strategies, self-management strategies, or assistive technologies (ATs) can help students improve assignments.
  • Basing part of Grade on Student's Effort
    When teams consider a grading adaptation involving effort, they must operationally define effort as observable behaviors that can be measured.
  • Basing a Grade on Improvement Over Past Performance
    Grading adaptations based on improvement are designed to increase student motivation. Teams must identify a performance area on which a student has achieved below expectations and be certain the student has the ability and necessary support to improve with the implementation of the adaptation.
  • Changing Grading Scales or Weights
    Grading adaptations may involve changing the grading scale used to convert points or percentages to letter grades or shifting the weight or proportion that a particular type of assignment counts toward the report card grade.
  • Selecting the Best Grading Adaptation for Your Student
    Grading adaptations should be selected and designed collaboratively by the student, parents, and teachers to maximize the acceptability, fidelity of implementation, and effectiveness of the chosen adaptations. Teams should consider the procedures, potential benefits, and cautions of each type of adaptation prior to implementation.

Developed by: 
Dennis Munk, Ph.D., from Northern Illinois University


The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Executive Director of the Office of Institutional Opportunity & Access, IOA@ku.edu, 1246 West Campus Road, Room 153A, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas, medical center campuses).