Grading. Assessment. Feedback.

That’s what this site is about. And that’s what a big part of teaching is about.

3 Focal Points, 3 Guiding Statements:


For over a century, American educators have struggled to make grades accurate and equitable. It’s time we finally do so.


Whether formative or summative, the continual gathering of evidence to determine students’ current level of learning is crucial to the success of classroom teachers and their students. We must be creative and innovative in our creation and use of assessments.


Feedback is the lifeblood of teaching and learning, with close connections to formative assessment and rubrics; effective feedback is specific, timely, actionable, and continuous.

Dr. Josh Kunnath is an 11th grade English teacher and department chair at Highland High School in Bakersfield, California, where he has served since 2008. He teaches, writes, researches, coaches, and consults on his areas of expertise, which include grading, assessment, and feedback. He also serves as editor of the Journal of School Administration Research and Development (JSARD), an open-access academic journal focusing on K-12 educational leadership.

Discussing Grading in Teacher Teams

If nothing else, I encourage teachers to simply begin talking about grading. Because if you’re like many educators across the country, grading is a practice that is often kept private and even considered semi-sacred. But this mindset is exactly what has largely prevented the growth and improvement of teacher grading practices around the country for…

Communicating Grading Reform Practices and Policies With Parents

Communicate by Nick Youngson CC BY-SA 3.0 Alpha Stock Images As an 11th grade English teacher using equitable grading practices (including a four-point scale, standards-based grading, report card grades created exclusively from summative assessment, and a comprehensive retake policy), I recognize it’s my responsibility to inform students, parents, administrators, counselors, and other teachers about these practices that can…

10 Common Grading Concerns And Answers

As a high school English teacher, teacher coach, and grading and assessment consultant, I hear lots of teacher concerns about grading reform. Below are 10 of the most common grading questions/concerns that I hear from teachers, along with my short response to each. Isn’t minimum grading just giving lazy students something for nothing? A: Minimum…

Purposeful Grading Reform: Beginning with a Purpose Statement

For those looking to either begin grading reform or continue some initial work they’ve begun, an important early step is to create a grading purpose statement. Such a statement allows students and parents to better understand your grades. It also helps you to make consistent and focused grading-related decisions. But Why Is This Necessary? A…

Helping Teachers to Begin Grading Reform: A Staff-wide Grading Email

If you’ve taken steps to improve your own grading practices to be more accurate and equitable, then hats off to you. But a big part of a teacher’s grading reform work should also be helping other teachers to do the same. Few teachers, if any, receive any education on effective grading in their teacher preparation…


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