Grading involves evaluating student performances in a course. At UH Manoa, grading options include: letter grade A-F, credit/nocredit CR/NC, incomplete I, and withdrawal W. Students can also audit a course without receiving a grade.

Below, you will find resources on different approaches to grading as well as specific suggestions that will help you provide clear guidelines for your rationale and policy on grading.


Grading Assignments: Best Practices

Established course learning goals and a good set of assignments for the course lead to
grading. Consider these best practices associated with grading:
• Use your course syllabus as the primary tool for conveying information to students about your grading process. Avoid making any adjustments to syllabus after your students have received it.

• Balance student workload throughout the course. Provide enough opportunities for students to demonstrate what they are learning. At the same time avoid overloading students with too much work or work that isn’t relevant. Use the established course goals for an anchor when deciding how much work to assign.

• Rely on the criteria you have established for each assignment as a “grading guide” when you begin the grading process. (The “criteria” are the components of each goal and the graded weight you identified earlier)

• Assigning a grade for an assignment is rarely enough information for students. Attempt to provide rich feedback to each student; even the “A” students deserve praise beyond the grade.

• As you grade assignments and provide written feedback to students, set aside examples of the range of grades (A, B, C). Later, review these examples as a basis of comparison for all of the graded assignments. This process is another way to ensure fair grading. [Office of Educational Development, UC Berkeley]

Grading at the University of Hawai'i at Manoa