1 Traditional and Alternative Forms of Assessment
- 1.1 Averages and Learning
- 1.2 How Alternative Grading Models Re-center Learning
2 The Four Pillars of Alternative Grading
3 Creating a Feedback Loop
4 Managing Reassessments
5 Sample Models
- 5.1 Standards-based Grading
- 5.2 Specifications Grading
6 Starting Small
7 Further Reading
- 7.1 Articles and Web Blogs
- 7.2 Books

Traditional and Alternative Forms of Assessment

Traditional assessment models typically use systems of percentages and averages weighted into a final course grade. Most notably, students are assigned a grade on their work without the opportunity to revise or resubmit their work to demonstrate they’ve furthered their understanding. Any grade earned throughout the semester remains part of the final calculation for their course grade.

Alternative grading models still assign grades based on student’s understanding of the course content, but typically create space for multiple attempts and opportunities to demonstrate their growth in understanding throughout the semester. A student’s course grade may change based on their ability to show they’ve met course standards by the end of the semester, without prior marks counting against them.

To explore these differences and more, this page will cover:

How alternative grading models approach learning in the classroom
The four pillars of an alternative grading system
How feedback loops support student learning
How to manage reassessments
Sample models of common alternative grading systems
Advice on how to start using alternative grading in a course
A collection of articles and books to explore for further guidance.

Averages and Learning

Here’s a simplified example of a traditional grading system where students were given three exams over the course of a semester. Exams 1 and 2 were worth 100 points each, while the final exam was worth 200 points. Bob scored the same on each exam in the course, and earned a final course grade of 65%. Alice had a rough start at the beginning of the semester, scoring 0% on the first exam. She scored 60% on the second exam, and finished the course scoring 100% on the final.

extension

Students	Bob	Alice

Students	Bob	Alice
Exam 1 (100 pts.)	65%	0%
Exam 2 (100 pts.)	65%	60%
Exam 3 (200 pts.)	65%	100%

Final Course Grade Average

65%

^{Chart adapted from David Clark’s presentation: Raising the Bar with Alternative Grading.}

Based on the charts above, we may conclude that Alice’s understanding of the course material increased over the course of the semester, while Bob seems to have coasted through the semester earning the same grade on each exam. In this example, where did learning occur?

This simplified scenario points to how traditional grading systems may sometimes penalize learning and growth through the use of fixed exams and course averages. Bob and Alice both earned the same final course grade, but did they both learn and grow in their understanding of the material in the course?

How Alternative Grading Models Re-center Learning

Alternative grading models typically incorporate a feedback loop that establishes a framework for students to demonstrate their understanding of course content throughout the semester instead of during fixed exam periods. This recognizes that learning is an iterative process. We often stumble and fail when attempting something new for the first time; however, we are able to hone our expertise through subsequent attempts with the incorporation of constructive feedback that helps further our understanding.

In alternative grading models, student work is still evaluated and graded, but often through standards-based models, specification grading, or labor contracts that shift attention from percentages and points to the learning that needs to be demonstrated to earn a course grade.

The Four Pillars of Alternative Grading

1. Clearly Defined Standards

It’s essential for both students and teachers to have a clear and mutual understanding of what counts when learning is being evaluated in a class. All participants need to know what evidence will be presented to demonstrate that learning has occurred. In alternative grading models, the standards that are used to evaluate learning are often incorporated into the class as part of the course content that is taught and discussed. This method doesn’t assume that certain behaviors or ideas surrounding learning and evaluation are already known to students based on pre-conceived expectations or experience.

2. Helpful Feedback

In an alternative grading framework, students' work opens a conversation and dialogue that drives a feedback loop to help further their learning. Students are given actionable feedback that they can use to improve upon their work in future attempts at meeting a learning target. Feedback is helpful when it communicates both what was good in their work and what they need to improve upon, but most importantly how they can act on that information to further their learning and progress toward meeting the course goals.

3. Marks that Indicate Progress

In traditional grading frameworks, marks are typically given via percentages and points, and then averaged into a final course grade. In an alternative grading system, marks serve as indicators of progress toward meeting learning standards of the course. Learning is an ongoing process where marks may change as a student’s understanding is re-evaluated over time. One example of this kind of metric is the EMRF rubric. In this model, student work is evaluated as being Excellent, Meeting Expectations, Revisions Required, or Fragmentary.

EMRF: Everyday Rubric Grading - Rodney Stutzman and Kimberly Race

4. Reassessment without Penalty

Alternative grading systems are centered around the opportunity for students to demonstrate their learning over the course of a semester. Learning happens when change and growth occur through an iterative process of incorporating feedback and demonstrating knowledge. Work that doesn’t meet course standards, can be re-attempted and assessed without penalty to demonstrate understanding. Once a learning target or standard has been met, this achievement can be reflected in the student’s final course grade.

For a discussion of common concerns about unpenalized reassessments see The heart of the loop: Reattempts without penalty.

Creating a Feedback Loop

The four components of a feedback loop serve as a mechanism that creates space for learning in an alternative grading system: (1) Students submit work for evaluation, (2) they receive constructive feedback that can be used to (3) reflect and further their understanding of a concept, so they can (4) make necessary changes to demonstrate their knowledge has grown.

Managing Reassessments

Offering opportunities for reassessment in a course does not (and probably should not) mean students are given unlimited assessment chances. This could quickly place an undue burden on instructors who have to give constant feedback and evaluations, especially as a semester draws to a close.

There are many strategies for offering reassessments with guardrails in place, so the labor involved doesn’t become unreasonable. For example, reassessment windows may be included in a course schedule, serving as a fixed periods (i.e. days, weeks) when students can re-attempt work to meet a learning standard. In other models, token systems are used as currency that students can spend for reassessment attempts or other course benefits. Students may be given a fixed number of tokens to use during the semester, or may be awarded additional tokens for class participation, attendance, etc.

For more examples see these articles on Artificial Scarcity and Navigating the challenges of assessment frequency.

Sample Models

Standards-based Grading

In a standards-based grading system, instructors assess student work based on meeting a clear list of standards established for the course. Students can take multiple attempts to meet a standard throughout the semester or during specific modules within a course. Work is typically evaluated as either meeting a standard, or needing to be re-attempted. This method works well for courses where skills need to be practiced over time to master understanding.

Standards-based testing is a variation of this model that applies this grading method to quizzes and exams; correlating test questions with course standards and offering re-attempts to master understanding.

For an in-depth approach to this model see How to write standards, What does it mean to meet a standard?, Standards-Based Testing, and Common questions about standards-based grading.

Specifications Grading

Specifications grading is well-suited to larger projects, portfolios, and essay assignments where a grade can be assigned according to a set of specifications. Instructors create a clear list of requirements for an assignment to receive credit and students engage in a process of feedback and revision of their work to meet the specifications of the assignment.

For more guidance see Is Specifications Grading Right for Me?: A Readiness Assessment to Help Instructors Decide.

Starting Small

While alternative grading models can provide a framework for an entire course, there are many ways to start small and incorporate aspects of these systems into a single assignment. Starting with one assignment can be a springboard to gain experience with alternative grading without the overwhelming prospect of re-designing an entire course to fit a new grading system. For initial ideas see this article on Small Alternative Grading.

Alternative Assessment