OAR 581-022-2270 (Individual Student Assessment, Recordkeeping, and Reporting) requires districts to “record each student’s progress and achievement in all subject areas of instruction and to academic content standards.” The practices of students receiving a grade for an individual assignment or assessment, as well as earning a grade for a course, have been a part of our educational system for well over a century. In recent years many educators and schools have questioned whether their historical practices serve students. The resources on this page are designed for educators and leaders who are working to make their grading practices more equitable.
One of the primary purposes of grades is to clearly communicate a learner’s academic progress and achievement. Students and families use this information to celebrate growth or get additional support. Colleges and universities use grades in their admissions processes. Prospective employers may want to know how students performed in high school or postsecondary institutions.
Voices from the Field Podcast (produced in collaboration with Advanced Learning Partnerships)
Examples from Oregon:
Examples from other states:
In partnership with Dell Technologies and Advanced Learning Partnerships, ODE created school-based professional learning modules to support educators reflect on, develop a vision for, and implement more equitable grading practices. Details and a project summary can be found in the
2021-22 Professional Learning Community Report.