In most schools, teachers grade differently than each other, even when they teach the same course in the same school or district. That means that any grade can reflect each teacher’s unique grading policies, not what the student has learned, and results in inflated or deflated grades. Research shows that when teachers use equitable grading practices, their grades are more reliable and valid descriptions of the student’s learning, which means that administrators, parents, colleges, and students can rely on those grades. At a time when teacher credibility and professionalism are constantly challenged, equitable grading restores trust in teachers’ grades.

Equitable grading practices focus teachers on a common set of practices and principles that ensure more consistent approaches across teachers and make grades more valid and reliable.  

Equitable grading provides more honest and fair reports of student learning because, in contrast to traditional grades, they are less likely to reflect the subjective judgments of teachers or the resources or other circumstances of a student over which they have no control. 

Students report that because equitable grading focuses them on demonstrating their learning rather than simply amassing the maximum number of points, their classrooms feel less stressful, for them and for their teachers.