Effective Grading
Practices and Strategies
Lynn Kelting-Gibson Ed.D.
lynn.keltinggibson@montana.edu
Department of Education
Preassessment
(cards)
1. Why do we grade our students?
2. How do we grade our students?
3. What are different types of assessments that can be
used when grading (categories or examples)?
Why do we grade our students?
 Think/Pair/Share
How do we grade our students?
 Numeric
 Anecdotal
 Proficiency Levels
 Assessments
1. Pre
2. Formative
3. Summative
Preassessments
(not graded)
 Finding out what the students know about the topic at
this point in time.
 Examples (Group of 4 or 5, pass around paper)
Formative Assessments
(typically not graded if just learning)
 An assessment practice employed by teachers during
the learning process in order to modify teaching and
learning activities to improve student attainment.
 CATS (Angelo & Cross, handout)
 Think about what you will be teaching. How could you
use one of the items listed to find out if students are
understanding the content?
 Think/Pair/Share
Summative Assessment
(graded)
 An assessment used to document students’ achievement
at the end of a unit or course or an evaluation of the
end product of a student’s learning activity.
 Examples (handout)
Rubric
 Example (handout)
Formative/Summative Assessment
(cards)
1. Why do we grade our students?
2. How do we grade our students?
3. What are different types of assessments that can be
used when grading (categories or examples)?