Tough Grader
Are you an easier grader or a tough grader—and does it make a difference?
According to a recent study by the Thomas B. Fordham Institute, students of “tough graders” performed better on year-end cumulative and standardized tests than students who had teachers with whom “everybody gets a gold star.”
The study found that students scored almost 17%, one standard deviation, better than students who had teachers with “low grading standards.” This advantage seemed to hold even two or more years later.
The study said that having low-grading standards may “feel nice” in the short term but “really hurts” students in the long run. The study bemoans the erosion of the “A.” Sometimes, students receive high grades just for merely submitting the assignment.
This study should give teachers pause to reflect on their grading practices, making sure they have clear, high, and achievable “stretch” goals, that are applied fairly and consistently. Grades should be earned based on achieving competence, clear proficiency, and mastery of the learning goals. The study found “zero evidence” that strong standards hurt or stressed students, and added that assigning high grades for mediocre work sends a message that mastery is beyond their capability.
