Mandatory Grading as an Intervention

Mandatory grading is a response that works in a context. It is never the end goal itself. It is often the creation of a standard or a framework that makes grading work. Any intention or effect beyond that can actually undo collaborative grading.

As part of a standard, grading must be fair and objective. Many practices, such as revisions, retakes, and flexible deadlines can be misused or unfairly distributed for non-academic reasons, such as favouritism. These practices should be used, but they need to be tempered and examined to make sure they remain purposeful. Often, in contexts, where these practices are misused, mandatory grading practices are brought about as a temporary corrective measure.

Grading must also be valid. It must measure what it is intended, as declared in outcomes and other plans, based on what a learner needs. Too often, students are given extra marks for good behaviour or attendance. This practice is rewarding, but it makes the grades invalid, as they no longer measure what was intended. If this practice is not consistent, it is even more shifting. Mandatory grading can put a stop, if not a limit, to such practices. It can make the focus of such rewards outside of grading.

Grading needs to be reliable. It needs to produce similar results over time and place and people. If different classes of the same course have assessments different in form, complexity, and weight, then the grades for those classes are not comparable for the school. If these assessments are not crafted around local or provincial standards of measure, then these grades are even less reliable. Standard examinations and mandatory grading, once again, become interventions. 

Grading should support learning. It should measure skills and knowledge so a learner knows where they are and where they are going, It should also allow students access to ongoing programs with limited access to attend. Mandatory grading, especially in large organizations and on a large scale, can be a temporary intervention or a starting place. Yet, it should never be used as a measure of control.

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