Grading Management System

Grading is a complex topic that involves philosophical, pedagogical, and pragmatic issues for all students, and for those with disabilities. We all have our own ideas of how grades should be assigned, and what they should tell us about the student's performance. Our perceptions of grading practices are influenced largely by our own experiences with grades, and as might be expected our general level of satisfaction with the grading system in our local school is higher if our own children have received high grades and is likely to be lower if our child has received lower grades. (Bursuck, Munk, & Olson, 1999).

Grading is the most important activities the faculty member does. Many problems in teaching arise because of grading issues. Grading involves on how you score exams, what kind of exam you give, and how you assign course grades at the end of semester.

The way to assess the students must be an accurate reflection of skills and information taught in the class. But regardless of our own potential satisfaction with grading systems, research on grades for students  provides compelling evidence that intervention is needed in that included students are at increased risk for low or failing grades; teachers report feeling pressured or obligated to give students a higher grade than they had earned to allow the student to pass or because it seems fair; and teachers may respond to the needs of individual students by making informal grading adaptations that are not implemented systematically.

The purpose for grades may also be thought of as what the grading system is designed to measure and report, or what the grade "means" to a student, parent, teacher, counselor, or employer. Establishing what purpose(s) a grade will serve and implementing a grading system that is perceived to meet that purpose can lead to increased student, parent and teacher satisfaction. (Munk & Bursuck, 2004)

Grading systems may be designed to measure and/or communicate for the teachers to know how much the progress has been made on the general curriculum or the improvement was made since the last marking period, and to compare to that other student’s performance. By surveying perceived purposes is helpful for teachers considering what to include in their grading systems, and is important when problem-solving for students receiving a low or failing grade.

Grading system reflects the philosophy about the student, about competition, and about the acquisition of knowledge itself or measures the learning progress of a student. Students should know of what grading system being used by the teacher at the beginning of the semester, and it is important for the student to answer their questions about the grading system being used, because they will measure their worth or allocate their efforts in class based on the grading system. The unreliable grading is caused by poor communication to the students, lack of consistent criteria, lack of variety of assignments, and lack of enough assignments. This means that a student’s grades should not be based completely on one or two measurements (assignments or exams) or on the mood of the grader.