Fair grading and motivation

• Use transparent criteria (rubrics), so students know how grades are earned.
• For extrinsically motivated students, grades can motivate; for intrinsically motivated students, grades can distract. Balance matters.
• Avoid using grades as the only feedback; provide formative grades (not always recorded) and narrative comments.
• When making grading decisions, consider:
  • Were learning opportunities equitable?
  • Did students have sufficient formative feedback and revisions?
  • Is the summative score reflective of current ability or an early misunderstanding?

If in doubt, err on the side of strengthening motivation — fair and supportive grading helps maintain self-esteem and engagement.

Sample alignment planner (quick template)

• Competency (student language): ______________________
• Success criteria (what student must show): ______________
• Summative task (product/performance): _________________
• Rubric dimensions (3–5): _____________________________
• Key formative checks (what, when): ___________________
• Feedback methods during unit: _______________________
• Adjustments planned (if many students miss X): __________

Use this planner for every major unit.