From Points to Progress: Making Grades Work for Student Learning

What Do Grades Really Tell Us?

If you’ve ever struggled to explain to a student why they earned a B+ instead of an A–, you’re not alone. Grades are often seen as the ultimate measure of success in school—but what do they really reflect? For many teachers, grading is one of the most stressful and unclear parts of the job. I recently read an article from Harvard EdMagazine titled “The Problem with Grading” that explores how traditional grading practices often undermine learning, create confusion, and perpetuate inequities.

One of the main challenges is inconsistency. What earns an A in one class might barely earn a B in another. From participation points to late work penalties, grading systems vary not only between schools but between classrooms. This inconsistency leads to what the article calls “grade fog”—students and families often have no idea what a grade actually means. Without shared expectations, grades become more about following a teacher’s system than demonstrating real learning.

Another concern is the inclusion of non-academic factors in academic grades. Teachers may factor in things like punctuality, behavior, or organization, which can mask a student’s true understanding. For instance, a student might earn a high grade because they always turn in homework, even if their grasp of the material is shaky. On the flip side, a student who struggles with organization but deeply understands the content may be penalized.

Separating academic achievement from work habits can give a clearer picture of what students actually know and can do.

The article also takes aim at practices like averaging and giving zeros. Averaging scores across a grading period can weigh early mistakes too heavily and penalize students who show growth over time. A single zero—often given for a missed or late assignment—can significantly drag down a student’s overall grade, sometimes beyond recovery.

These approaches assume learning is linear and time-bound, which we know isn't true for most students.

Then there’s the emotional toll. Grades often act as labels—students can come to see themselves as “bad at math” or “not smart” based on the marks they receive. The stress and pressure tied to grades can lead to anxiety, perfectionism, and disengagement. Rather than being seen as feedback for improvement, grades become judgments to fear.

But What If You’re Stuck with Traditional Grading?

For many teachers, grading reform sounds great in theory—but the reality is that their school or district still uses traditional systems. So what’s the best way to grade if you're required to use letters, percentages, and fixed averages?

Start by making your system as transparent and consistent as possible. Clearly define what each assignment assesses and share your grading breakdown with students and their families. Use rubrics that focus on content mastery, and try to keep non-academic behaviors (like effort or participation) separate from academic scores. If you must factor them in, consider creating a separate category, such as “work habits” or “citizenship.”

Whenever possible, allow revisions or retakes. Make it clear that grades are not the end of learning but a checkpoint along the way. Communicate that improvement is not only possible—it’s expected. Finally, reflect on your use of zeros. If a student hasn’t completed an assignment, consider using a placeholder that encourages follow-up rather than one that mathematically dooms them from the start.

Even within a traditional structure, these small shifts can make grading fairer, clearer, and more supportive of student growth.

A Better Way Is Possible

The good news is that change is happening. Across the country, schools are experimenting with standards-based grading, simplified scoring systems, and feedback that emphasizes progress. These approaches aim to align grading with actual learning, reduce unnecessary stress, and give students a clearer sense of where they are—and where they’re going.

Takeaway Question:
If your grading system was designed to support every student’s growth and clarity, what would you keep—and what would you change?