Be consistent with an institutional

philosophy and/or regulations.

Be explicitly stated in writing.
Challenge yourself to create checklists,
charts, and note-taking systems that
allow you to convey to the student the
basis for your conclusions.
Allocating relatively small weights.

A
EXCELLENT
B
GOOD
C
ADEQUATE
D
INADEQUATE/UNSATISFACTORY
E
FAILING/UNACCEPTABLE

Grading is not necessarily based on a universally

accepted scale.
Grading is sometimes subjective and contextdependent.
Grading of tests is often done on the curve.
Grades reflect a teachers philosophy of grading.
Tests do not always yield an expected level of difficulty.
Letter grades may not mean the same thing to all
people.
Alternatives to letter grades or numerical scores are
highly desirable as additional indicators of achievement.