Welcome to CRLT’s resources on grading and student learning assessment. By this we mean several things:  

• The choice and design of individual assignments used throughout a course to evaluate (or assess) what students have learned during their time with you.

• The approach taken to evaluate and provide feedback to students on a given assignment.  This may mean grading, but it is important to note that not all assignments need to be graded. 

• How you decide about the ways overall course grades will be determined.  We refer to this as your grading system. Each of these are complex topics, and we hope the information, examples, and resources on these pages help you to develop, reflect on, or revise your own practices.  

At each of the links in the left sidebar, you can find more information about topics related to grading and assessment. Our goal is to provide support and advice to instructors interested in rethinking and revising their approach to grades. In particular, we hope these pages make clear that choices in all of these areas have implications for equity and inclusion that necessitate close examination of (and often revision to) grading and assessment practices. 

Navigating this site: For some, it may be beneficial to move through these topics from start to finish. For others, going directly to a specific topic will be most useful. This may be particularly true if you do not have the autonomy to make major course design decisions, which may be the case if you are a GSI or teach in a highly coordinated course. Please note: If you’ve landed here hoping for information on CRLT’s services for program evaluation or institutional assessment, please visit this page.