Jung and Guskey (2010) propose a five-step grading model that provides guidance for

grading students with disabilities and English language learners. According to Jung and
Guskey (2010), common myths and a lack of guidance for teachers confuse educators as they
interpret student results for grading purposes. Assigning fair grades to exceptional learners often
creates a paradox; how can you fail a student who is unable to meet course requirements, due to
a disability, or pass a student who has not met the course criteria for a passing grade?
I am not currently in a classroom, and have very little experience with grading. However,
from what I have observed, grading appears to be subjective at all grade levels. During my
student teaching year, I spoke to my cooperating teacher often about grading, and followed his
advice as I graded. I asked him how he typically graded the students in his classes with 504
plans or IEPs; his methods varied. He stated he often modified the assignment, for example,
reducing the length of an essay assignment or adjusted their grade based on their ability to
complete an assignment, for example, an English language learners (ELL) ability to create
grammatically correct essays at grade level.
Personally, I am inclined to agree with Kohn (2011), who states that grading results in
students with diminished interest, students who prefer the easiest method of completing an
assignment, and students who think less focusing on what they need to know, rather than
researching. I believe, as Kohn (2011), states, that a motivation for high grades often
undermines, intrinsic motivation, a desire to learn for its own sake. Although, I am not sure how
I will manage to blend my desire to focus on learning and content, rather than points and letter
grades, in my future classroom with traditional grading.
As I have never been in a class of my own, the common myths have never influenced my
thinking about grades. Although, I am familiar with myth number four higher grades equal
higher self-esteem (Jung & Guskey, 2010). The fact that this is a myth did not surprise me; it
reinforces my beliefs about grades in general. Baumeister (2009) states, high self-esteem is not

the cause of doing well in school, but rather the result of having good grades. Boosting student
grades does not equal improved performance, good grades come first, and high self-esteem
follows (Baumeister, 2009).
References

Baumeister, R. (2009). Self-Esteem. Retrieved from

http://www.education.com/reference/article/self-esteem2/
Jung, L. A., & Guskey, T. R. (2010). Grading exceptional learners. Educational
Leadership,67(5), 31-35. Retrieved from http://www.ascd.org/publications/educationalleadership/feb10/vol67/num05/Grading-Exceptional-Learners.aspx
Kohn, A. (2011). The case against grades. Retrieved from
http://www.alfiekohn.org/teaching/tcag.htm