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CATESOL Book Review: Grading with Integrity: A Research-Based Approach Grounded in Honesty, Transparency, Accuracy and Equity by Thomas. R. Guskey, Nancy Frey and Douglas Fisher
02/24/2025
Michelle Skowbo
By Soondeuk Lowney and Kara Mac Donald
Assessment is a complex activity, and assessing language proficiency development adds another level of complexity as the focus is not on mastery of memorized information or a static set of skill actions. Some higher education institutions have opted for not using conventional grade systems for student assessment (i.e., formerly UC Santa Cruz, Evergreen State College). K-12 schools/districts have adopted alternative grading systems that move away from traditional letter grades (i.e., A, B, C, etc.) in favor of more holistic, personalized, and meaningful ways of assessing students' learning. This text offers a discussion around suggestions for documenting and reporting non-academic learning achievements to reflect learners’ growth in the K-12 context, based on research evidence.
Chapter One: Why Grading with Integrity?
The authors share data on the number of books published on grade reporting since 1970 until the current time. The data show that in the mid-2000s there was a significant jump in the number of books published on the topic as discussion of educational reforms emerged and started provocative discussions on how to address reform or manage minimal reform. The most recent data indicate a downturn of interest on the topic, shown by a number of books published. However, one take-way is that in sixty years there have only been a limited number of books published on grading and reporting. This sets up the need for the authors’ discussion, while defining integrity in grading. The main part of the chapter discusses what integrity in grading is and then addresses each of the three facets of grading in this way. They address the integrity of the grade, the integrity of the grading process, and the integrity of the grader in turn. As with most books, the authors close with stating the purpose of the book and outline its organization.
Chapter Two: A Brief History of Grading, How Did We Get Here?
The chapter opens with an anecdote and quote about an educator charged with leading a committee on school grading and reporting. The reader then learns that the event and quote relate to a 1933 committee assigned to grading reform. The reader, whether a novice or veteran educator, learns upfront that assessment and grade reporting has not changed much overtime as discussions (i.e., debates) continue. The authors then provide a broader perspective for readers, sharing that assessment/grading can be traced back to the ancient Greeks but was more formative in nature. The current form of grading in the U.S. context began before the 1800s, through an account of early colonial education and formal grading. While recounting the stages towards the modern forms of grading, the drawback and rationale on its development are shared.
Citing research done in the early 1900’s, the challenges of percentage grading are discussed, followed by other grading categories and the elimination of grading altogether in some schools in the middle of the last century, followed by a reappearance and shift back to percentage grading. The chapter closes by returning to what a grade is, the impact of grades on students, and readdressing what grading with integrity is and its principles.
Chapter Three: Asking Why – What is Our Purpose for Grading?
The chapter opens by sharing parents’ and students’ views of grading and its flaws based on inconsistencies. There are frequently inconsistencies in policies and practices within the same school and these undermine the value and legitimacy of grades given and the grading process. However, grading involves more than consistency. Integrity around grading requires ethical and moral aspects of the processes. If there is a lack of purpose and integrity in why grades are given, there is a need to examine the existing rationale and procedures. Therefore, the fundamental first step in grading reform is to have a collective understanding of the purpose of doing so. To do so, two points need to be addressed: What do we assign grades for to students and why is there a cumulative outcome reported on final records? The authors offer six likely answers (i.e., report learning to parents, determine an academic path, etc.). The authors then present a decision-making approach, disagree and commit, for grading reform citing those who have promoted it in education. The approach encourages individuals to openly voice their viewpoints during the decision-making process, but once a decision is made, everyone should fully commit to implementing the chosen approach. The approach stems from a military approach but is not founded on military practices. They share that the approach is viable as i) it acknowledges differing viewpoints and ii) it fosters a sense of belonging, which enhances commitment to the successes and risks to come. Examples of how this has been implemented in education for grading reform are shared. The last portion of the chapter guides readers on answering questions to develop a purpose statement and how to ensure integrity throughout the process.
Chapter Four: Current Grading Schemas, What Are the Existing Problems?
The authors begin by explaining why they chose the word schemas and give an academic definition and a socio-cultural example of ordering food at a franchise fast food restaurant in another country. This is related to the schemas we have developed in our schools around grading policies and practices. This leads the authors to present Piaget’s work around schemas, assimilation and accommodation processes, and how adaptation fully occurs (i.e., failure). The authors have positioned the reader to explore four aspects that inform grading with integrity by uncovering imperfections in long established grading policies and practices. These aspects are: i) What is honesty?, ii) What is transparent?, iii) What is accurate?, iv) What is equitable? The following four sections explore how equitable grading looks different through the lens of these factors. This discussion shifts to raising awareness that the gathering of evidence (i.e., student performance in the form of graded assessments) does not necessarily lend itself to complete and accurate evidence of a learner’s ability and learning. Addressing inherent inequities in assessment requires addressing inherent bias and steps that can be taken to mitigate them. Although equitable grading is an often-used terminology, especially during and post-COVID as the authors cite, the equitable processes may be ultimately based on discrete established grading levels (i.e., minimum grade policy).
Chapter Five: Product: What Is Standards-Based or Competency-Based?
In chapter 5, the authors first define a "product" as evidence of mastering a learning goal and explain the difference between assessment and grades. They further delve into standards-based grading (SBG), emphasizing its potential to make student grades more meaningful, equitable, and reflective of key learning standards, rather than simply measuring task completion. The authors discuss both the advantages and obstacles of implementing SBG, highlighting its potential to clarify what students are learning and their progress, while acknowledging resistance from teachers and the complexities involved in changing traditional grading systems. They stress the importance of careful planning and involving all stakeholders, particularly to support students with disabilities.
The chapter also explores implementation science, detailing the stages from start to finish and the critical role of professional development to ensure a smooth transition. The authors advocate for the use of clear and communicative value scales, complemented by actionable feedback, and emphasize the importance of establishing clear success criteria and evidence-based practices to align learning objectives, teaching methods, and assessment tasks. They share a general table format of specifications as a useful tool to help teachers understand what constitutes acceptable evidence of learning. Lastly, they note how non-achievement factors can sometimes become entangled in grades and underscore the importance of keeping these separate from academic skills for a transparent and fair assessment of student performance. The discussion then smoothly transitions to the next chapter, “How do we include nonachievement learning goals in grading?”
Chapter Six: Process: How Do We Include Nonachievement Learning Goals in Grading?
Chapter 6 not only promotes the inclusion of non-achievement factors in grading but also provides a clear framework and practical strategies for doing so effectively. The authors begin by examining the historical shift in college entrance criteria, moving from uniform factor weighting to an emphasis on personal qualities after initial academic evaluations. They further discuss how life skills, learning skills, work habits, and employability can be assessed within the school environment. They also strongly advocate for a grading system that clearly separates and reports academic achievements from these personal development factors for a more comprehensive and beneficial evaluation of student performance.
Delving into the specifics, the chapter outlines process criteria, which include learning enablers like engagement and study skills, social-emotional competencies such as empathy and self-direction, and compliance factors like punctuality and neatness. The authors acknowledge the challenges of subjectivity in grading these criteria and highlight the importance of developing clear, concise rubrics to maintain integrity in grading as well as to develop a shared understanding of subjectivity and verifying evidence among all stakeholders. They introduce three different educational organizations to demonstrate how nonachievement factors can be labeled and clustered with clear definitions, ensuring that decisions are based on the best evidence available about what benefits students most.
Towards the end, the authors recommend using analytic rubrics for grading and provide a step-by-step guide on how to create and implement them. Emphasizing a methodical and thorough approach, they recommend taking the time to refine these rubrics to ensure they accurately reflect student performance. This approach is neatly summarized by the motto: "go slow to go fast," highlighting the importance of careful and deliberate preparation to achieve more swift, effective outcomes.
Chapter Seven: Progress: How Do We Report Growth and Improvement
In Chapter 7, the authors explore effective methods for measuring and communicating students' growth and improvement. They highlight reports of progress as an essential component of an integrated approach to grading with integrity, advocating for a reporting system that functions across three dimensions: product, process, and progress. The chapter begins with emphasis on the critical role of feedback as a formative, bidirectional tool that fosters an interactive learning environment where teachers and students actively engage in shaping the educational experience. The authors discuss the necessity of 'feedback literacy,' a competency that both students and teachers need to develop to effectively interpret and apply feedback.
The chapter further explores practical applications of feedback through low-stakes grading practices and ipsative assessments, which focus on students' personal improvement rather than competition with peers. One of the most compelling aspects of the chapter is its discussion of different feedback mechanisms, including comparative assessments, portfolios, practice testing, and goal-setting conferences. Each tool is examined for its potential to meaningfully engage students, with practical examples illustrating how these mechanisms are implemented to enhance student engagement with their learning progress.
Additionally, the chapter addresses the logistical aspects of reporting on progress. It critiques traditional grading systems for their oversimplification of student achievement and advocates for progress reports that offer detailed insights into students' learning journeys. Issued midway through the academic term, these reports provide critical feedback that helps guide both students' and parents' understanding of learning strategies and necessary adjustments. Overall, the chapter provides a robust framework for understanding and implementing progress reporting in education. By focusing on feedback literacy and practical assessment tools, the authors offer valuable strategies for educators aiming to foster environments where students can continuously engage with and reflect on their learning processes.
Chapter Eight: Grading with Integrity: How Do We Get There?
In the final chapter, the authors discuss two key topics: the barriers to effective grading reform and the essential steps for implementing grading with integrity. They identify long-standing grading traditions—often overrated by educators and ultimately counterproductive—as significant obstacles. To overcome these challenges, the authors recommend adopting evidence-based practices rather than relying on confrontational or overly critical approaches.
Additionally, the authors caution against grading reform consultants whose inconsistent and contradictory recommendations often lack a defensible foundation. They advise teachers and school leaders to demand well-supported research-backed policies and practices from these consultants and reform leaders.
The authors also express strong skepticism toward computerized grading programs and electronic grade books. They argue that features like automatic tallying should be disabled, as they fail to accurately reflect student learning and undermine fairness and equity in grading. Finally, they note that attempts to persuade educators solely through logic and reasoning can create resistance. Instead, they recommend providing opportunities for teachers and school leaders to experience the benefits of grading reforms firsthand, which can help reduce opposition and foster acceptance.
In the second section of the chapter, the authors outline foundational steps for grading with integrity. These include developing a clear purpose statement for grades, employing a grading scale with four to seven performance categories, and providing multiple grades to separately report academic and non-academic performance. Emphasizing consistency across grading practices, they argue, is crucial to successfully implementing standards-based and competency-based reforms. Describing grading with integrity as “an act of rebellion,” the authors encourage educators to challenge the identified barriers proactively.
Conclusion
The book offers numerous forms of good insight for educators in any position in K-12, but offers insights and food for thought for educators in any line of teaching in higher education and beyond. The historical overview of grading puts the current role of grading and reporting assessment in larger frame to understand the practices and how we got where we are. It offers clarity on what is standards-based and competency-based grading, and ways to report nonacademic learning and achievements. The book clearly outlines better means to implement assessment and reporting practices.
Michelle Skowbo
Grading with Integrity: A Research-Based Approach Grounded in Honesty, Transparency, Accuracy and Equity by Thomas. R. Guskey, Nancy Frey and Douglas Fisher
By Soondeuk Lowney and Kara Mac Donald
Assessment is a complex activity, and assessing language proficiency development adds another level of complexity as the focus is not on mastery of memorized information or a static set of skill actions. Some higher education institutions have opted for not using conventional grade systems for student assessment (i.e., formerly UC Santa Cruz, Evergreen State College). K-12 schools/districts have adopted alternative grading systems that move away from traditional letter grades (i.e., A, B, C, etc.) in favor of more holistic, personalized, and meaningful ways of assessing students' learning. This text offers a discussion around suggestions for documenting and reporting non-academic learning achievements to reflect learners’ growth in the K-12 context, based on research evidence.
Chapter One: Why Grading with Integrity?
The authors share data on the number of books published on grade reporting since 1970 until the current time. The data show that in the mid-2000s there was a significant jump in the number of books published on the topic as discussion of educational reforms emerged and started provocative discussions on how to address reform or manage minimal reform. The most recent data indicate a downturn of interest on the topic, shown by a number of books published. However, one take-way is that in sixty years there have only been a limited number of books published on grading and reporting. This sets up the need for the authors’ discussion, while defining integrity in grading. The main part of the chapter discusses what integrity in grading is and then addresses each of the three facets of grading in this way. They address the integrity of the grade, the integrity of the grading process, and the integrity of the grader in turn. As with most books, the authors close with stating the purpose of the book and outline its organization.
Chapter Two: A Brief History of Grading, How Did We Get Here?
The chapter opens with an anecdote and quote about an educator charged with leading a committee on school grading and reporting. The reader then learns that the event and quote relate to a 1933 committee assigned to grading reform. The reader, whether a novice or veteran educator, learns upfront that assessment and grade reporting has not changed much overtime as discussions (i.e., debates) continue. The authors then provide a broader perspective for readers, sharing that assessment/grading can be traced back to the ancient Greeks but was more formative in nature. The current form of grading in the U.S. context began before the 1800s, through an account of early colonial education and formal grading. While recounting the stages towards the modern forms of grading, the drawback and rationale on its development are shared.
Citing research done in the early 1900’s, the challenges of percentage grading are discussed, followed by other grading categories and the elimination of grading altogether in some schools in the middle of the last century, followed by a reappearance and shift back to percentage grading. The chapter closes by returning to what a grade is, the impact of grades on students, and readdressing what grading with integrity is and its principles.
Chapter Three: Asking Why – What is Our Purpose for Grading?
The chapter opens by sharing parents’ and students’ views of grading and its flaws based on inconsistencies. There are frequently inconsistencies in policies and practices within the same school and these undermine the value and legitimacy of grades given and the grading process. However, grading involves more than consistency. Integrity around grading requires ethical and moral aspects of the processes. If there is a lack of purpose and integrity in why grades are given, there is a need to examine the existing rationale and procedures. Therefore, the fundamental first step in grading reform is to have a collective understanding of the purpose of doing so. To do so, two points need to be addressed: What do we assign grades for to students and why is there a cumulative outcome reported on final records? The authors offer six likely answers (i.e., report learning to parents, determine an academic path, etc.). The authors then present a decision-making approach, disagree and commit, for grading reform citing those who have promoted it in education. The approach encourages individuals to openly voice their viewpoints during the decision-making process, but once a decision is made, everyone should fully commit to implementing the chosen approach. The approach stems from a military approach but is not founded on military practices. They share that the approach is viable as i) it acknowledges differing viewpoints and ii) it fosters a sense of belonging, which enhances commitment to the successes and risks to come. Examples of how this has been implemented in education for grading reform are shared. The last portion of the chapter guides readers on answering questions to develop a purpose statement and how to ensure integrity throughout the process.
Chapter Four: Current Grading Schemas, What Are the Existing Problems?
The authors begin by explaining why they chose the word schemas and give an academic definition and a socio-cultural example of ordering food at a franchise fast food restaurant in another country. This is related to the schemas we have developed in our schools around grading policies and practices. This leads the authors to present Piaget’s work around schemas, assimilation and accommodation processes, and how adaptation fully occurs (i.e., failure). The authors have positioned the reader to explore four aspects that inform grading with integrity by uncovering imperfections in long established grading policies and practices. These aspects are: i) What is honesty?, ii) What is transparent?, iii) What is accurate?, iv) What is equitable? The following four sections explore how equitable grading looks different through the lens of these factors. This discussion shifts to raising awareness that the gathering of evidence (i.e., student performance in the form of graded assessments) does not necessarily lend itself to complete and accurate evidence of a learner’s ability and learning. Addressing inherent inequities in assessment requires addressing inherent bias and steps that can be taken to mitigate them. Although equitable grading is an often-used terminology, especially during and post-COVID as the authors cite, the equitable processes may be ultimately based on discrete established grading levels (i.e., minimum grade policy).
Chapter Five: Product: What Is Standards-Based or Competency-Based?
In chapter 5, the authors first define a "product" as evidence of mastering a learning goal and explain the difference between assessment and grades. They further delve into standards-based grading (SBG), emphasizing its potential to make student grades more meaningful, equitable, and reflective of key learning standards, rather than simply measuring task completion. The authors discuss both the advantages and obstacles of implementing SBG, highlighting its potential to clarify what students are learning and their progress, while acknowledging resistance from teachers and the complexities involved in changing traditional grading systems. They stress the importance of careful planning and involving all stakeholders, particularly to support students with disabilities.
The chapter also explores implementation science, detailing the stages from start to finish and the critical role of professional development to ensure a smooth transition. The authors advocate for the use of clear and communicative value scales, complemented by actionable feedback, and emphasize the importance of establishing clear success criteria and evidence-based practices to align learning objectives, teaching methods, and assessment tasks. They share a general table format of specifications as a useful tool to help teachers understand what constitutes acceptable evidence of learning. Lastly, they note how non-achievement factors can sometimes become entangled in grades and underscore the importance of keeping these separate from academic skills for a transparent and fair assessment of student performance. The discussion then smoothly transitions to the next chapter, “How do we include nonachievement learning goals in grading?”
Chapter Six: Process: How Do We Include Nonachievement Learning Goals in Grading?
Chapter 6 not only promotes the inclusion of non-achievement factors in grading but also provides a clear framework and practical strategies for doing so effectively. The authors begin by examining the historical shift in college entrance criteria, moving from uniform factor weighting to an emphasis on personal qualities after initial academic evaluations. They further discuss how life skills, learning skills, work habits, and employability can be assessed within the school environment. They also strongly advocate for a grading system that clearly separates and reports academic achievements from these personal development factors for a more comprehensive and beneficial evaluation of student performance.
Delving into the specifics, the chapter outlines process criteria, which include learning enablers like engagement and study skills, social-emotional competencies such as empathy and self-direction, and compliance factors like punctuality and neatness. The authors acknowledge the challenges of subjectivity in grading these criteria and highlight the importance of developing clear, concise rubrics to maintain integrity in grading as well as to develop a shared understanding of subjectivity and verifying evidence among all stakeholders. They introduce three different educational organizations to demonstrate how nonachievement factors can be labeled and clustered with clear definitions, ensuring that decisions are based on the best evidence available about what benefits students most.
Towards the end, the authors recommend using analytic rubrics for grading and provide a step-by-step guide on how to create and implement them. Emphasizing a methodical and thorough approach, they recommend taking the time to refine these rubrics to ensure they accurately reflect student performance. This approach is neatly summarized by the motto: "go slow to go fast," highlighting the importance of careful and deliberate preparation to achieve more swift, effective outcomes.
Chapter Seven: Progress: How Do We Report Growth and Improvement
In Chapter 7, the authors explore effective methods for measuring and communicating students' growth and improvement. They highlight reports of progress as an essential component of an integrated approach to grading with integrity, advocating for a reporting system that functions across three dimensions: product, process, and progress. The chapter begins with emphasis on the critical role of feedback as a formative, bidirectional tool that fosters an interactive learning environment where teachers and students actively engage in shaping the educational experience. The authors discuss the necessity of 'feedback literacy,' a competency that both students and teachers need to develop to effectively interpret and apply feedback.
The chapter further explores practical applications of feedback through low-stakes grading practices and ipsative assessments, which focus on students' personal improvement rather than competition with peers. One of the most compelling aspects of the chapter is its discussion of different feedback mechanisms, including comparative assessments, portfolios, practice testing, and goal-setting conferences. Each tool is examined for its potential to meaningfully engage students, with practical examples illustrating how these mechanisms are implemented to enhance student engagement with their learning progress.
Additionally, the chapter addresses the logistical aspects of reporting on progress. It critiques traditional grading systems for their oversimplification of student achievement and advocates for progress reports that offer detailed insights into students' learning journeys. Issued midway through the academic term, these reports provide critical feedback that helps guide both students' and parents' understanding of learning strategies and necessary adjustments. Overall, the chapter provides a robust framework for understanding and implementing progress reporting in education. By focusing on feedback literacy and practical assessment tools, the authors offer valuable strategies for educators aiming to foster environments where students can continuously engage with and reflect on their learning processes.
Chapter Eight: Grading with Integrity: How Do We Get There?
In the final chapter, the authors discuss two key topics: the barriers to effective grading reform and the essential steps for implementing grading with integrity. They identify long-standing grading traditions—often overrated by educators and ultimately counterproductive—as significant obstacles. To overcome these challenges, the authors recommend adopting evidence-based practices rather than relying on confrontational or overly critical approaches.
Additionally, the authors caution against grading reform consultants whose inconsistent and contradictory recommendations often lack a defensible foundation. They advise teachers and school leaders to demand well-supported research-backed policies and practices from these consultants and reform leaders.
The authors also express strong skepticism toward computerized grading programs and electronic grade books. They argue that features like automatic tallying should be disabled, as they fail to accurately reflect student learning and undermine fairness and equity in grading. Finally, they note that attempts to persuade educators solely through logic and reasoning can create resistance. Instead, they recommend providing opportunities for teachers and school leaders to experience the benefits of grading reforms firsthand, which can help reduce opposition and foster acceptance.
In the second section of the chapter, the authors outline foundational steps for grading with integrity. These include developing a clear purpose statement for grades, employing a grading scale with four to seven performance categories, and providing multiple grades to separately report academic and non-academic performance. Emphasizing consistency across grading practices, they argue, is crucial to successfully implementing standards-based and competency-based reforms. Describing grading with integrity as “an act of rebellion,” the authors encourage educators to challenge the identified barriers proactively.
Conclusion
The book offers numerous forms of good insight for educators in any position in K-12, but offers insights and food for thought for educators in any line of teaching in higher education and beyond. The historical overview of grading puts the current role of grading and reporting assessment in larger frame to understand the practices and how we got where we are. It offers clarity on what is standards-based and competency-based grading, and ways to report nonacademic learning and achievements. The book clearly outlines better means to implement assessment and reporting practices.