July 29, 2026
Contributing Authors: Emily Freeland and Ann McCarty Perez
This week’s research comes from current conversations about grading circling on social media platforms and in our own work.
There are few systems in education that influence student motivation, engagement, and persistence more than grading. Unfortunately, most of the conversations about grades remain focused on policies like zeros, late work, missed assignments, weighted averages, and the increments of the scale. There are more discussions taking place around the numerical values of As and Fs than what an A or F means. In our work, we have found that deeper conversations and focusing on the right things is the heart of grading reform.
Start by asking and answering hard questions
Consider starting your next grading discussion with “What do our grading practices communicate to students about their learning?”
How we grade and provide feedback to students sends the following messages:
- what we value,
- what success looks like, and
- whether mistakes are viewed as failure or as opportunities to grow.
When we muddy the waters by rewarding compliance, punctuality, or behavior, students quickly learn that simply accumulating points is more important than pursing understanding. Over time, students question the value of their effort and the relevance of the tasks they are assigned. This then causes them to lose interest in learning.
Establish clear goals and expectations
In our work we have seen two very clear trends: Educators are looking for both more and higher quality work to be handed in. Let’s talk about getting to the root of these issues. Sometimes work just doesn’t get handed in, but there is also the reality that without clear understanding and expectations students don’t know where to start or how to get there, so nothing gets done – and the cycle repeats.
We have found that when educators start with clarity and expectations, they achieve both goals of higher completion rates and quality work.
- Clarity is grounded in the standards. It starts with clearly defining proficiency and collectively establishing evidence of student understanding. Working collaboratively, teachers create learning goals, providing the foundation for learning and expectations.
- Students need clear expectations and an understanding of what high-quality work looks like. When they have a well-defined path to success, they are more likely to do their work and also to meet the criteria that are outlined for them.
Instead of focusing on the number of points to be earned, shift the conversation to clarifying the evidence that students should produce from their learning. Points have little meaning if they are not aligned to specific expectations that are clear to both the teacher and the student.
As the new school year begins, stop and ask yourself this…When students look at my grading practices, what will they say I value most?
Takeaways –
- No matter where you are in the journey, start the hard conversation.
- Focus on learning first. Ensure that your grades reflect what students know and do.
- Work collaboratively to determine proficiency and the evidence that students will need to show you they know and can do
Contact Emily Freeland or Ann McCarty Perez to get the conversation started.
Learn more about how CLS can get you started with grading reform HERE.
Citations –
Freeland (2026) Chasing Points or Chasing Learning: A Shift in Focus – https://www.creativeleadership.net/resources/chasing-points-or-chasing-learning-a-shift-in-focus/
Reeves, Douglas. 2023. Fearless Grading How to Improve Achievement, Discipline, and Culture through Accurate and Fair Grading. Archway Publishing
Taking the Grading Conversation Public – Creative Leadership Solutions
