Step 1 A: Reflect on Your Grading


In the comment section below, take a moment to reflect upon and answer the two questions below:

1.  Where/When did you first learn how to determine student final grades?

2.  What support did you receive in that process?

Please also read through a sampling of your colleagues’ comments and reflect upon any similarities to or differences from your own experiences.


1,502 thoughts on “Step 1 A: Reflect on Your Grading

  1. Lina Akleh says:

    I first learned how to determine student final grades when I did my first teaching credentials. I had to do 240 hours in the orientation before I start my program as a district Intern. I was able to attend different workshops and meet with different colleagues who were able to exchange knowledge about grading and weight scales.


  2. I first learned to do my grades when I was in the internship program. I had a Teacher support during this time, however, she did not help much with showing me how to input and do my grades. I taught myself by looking at what other teachers were doing and asking questions.


  3. Shane Riddle says:

    I learned how to do grades by using the same systems my teachers used. I use either a point system or a weighted category system. Very little support has been given with respect to grades.


  4. N Strickland says:

    At first I averaged all the assignments until I realized I was only grading spelling tests since that’s what they did most regularly. Then I was trained in Highpoint where the grades were divided between the domains of the English standards: Listening and Speaking, Reading, Writing. That’s what opened my eyes to a more standards-based grading practice.


  5. Irene Maliwan says:

    1. I learned about grading via my mentor teachers. I also followed how I was graded, via points earned on tests, projects, papers, labs, activities, and participation.
    2. I don’t recall if my credential courses discussed much about grading.


  6. K. Navarrete says:

    I did not receive training on how to grade students. I used my experience as a student and feedback I received from colleagues to guide me.


  7. F. Montes says:

    I first learned how to do grading from colleagues at my first school. Over time it was me working with different categories and groupings to determine what most correlated to how students performed in class. I learned about Mastery Learning from my former principal who introduced it to staff during a PD.


  8. Ryan Pool says:

    I’ve learned about grading via my colleagues and through the district intern program. My colleagues have provided me with important feedback in the grading process.


  9. Paytsar Sasunyan says:

    I did my grading the way it’s been done when I was a student. I assumed that it was the right way because everybody did it that way. I received no training or support. Sometimes I would ask my colleagues about their grading scale but found no alternatives.


  10. 1. Where/When did you first learn how to determine student final grades? The math curriculum class is where I remember the class discussing one article on grading efficacy research. I do remember that as a holistic formerly Quaker school we weren’t supposed to value standardized testing and since our own writing and discussions were the two ways we received grades the implication was this was good, standardized scales to evaluate-”Bad.” went to work in LAUSD in 2000 and graduated in the Winter of 1999. Honestly the culture shock between a Pacific Oaks whole-child philosophy and what LAUSD wanted, well, I’m still amazed I kept my jobs. Probably because I went to the homeschool to teach for years where grading was personal and not institutionalized. I remember coming home after asking one of my colleagues how to do the grades and doing them alone with a feeling that I had somehow joined in something wrong.


  11. Flora Ramos says:

    I learned how to determine students’ final grade based on the traditional method that my elementary and high school teacher used to grade my work. Later, I use the method most of my co-work teachers were using which is the traditional 100% scale method.

    I have never been formally instructed of how to grade my students work , and have never received support in this topic.


  12. Miriam A Gonzalez says:

    When I started teaching there were many discussions in the math department about the different percentages for homework, classwork, tests, quizzes, but there was not a consensus of how those percentages should have been allocated. At the credential program that I attended did not have any formal instruction of how to determine those grades. I did not receive any support during that process.


  13. Xochilt Lockett says:

    I first learned to do my grading when I was doing my emergency credentials from the support teacher group that was at the campus I was working at the time. Then I just picked up more ideas and skills every year from other teachers when we did team teaching or collaborating time in PD’s


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