A teacher obviously has an ethical responsibility to grant each student the grade they earn on any work they do.  When I say creative grading, I am not talking about ways to enhance, bloat, or improve student grades just for the sake of changing them.  I am addressing the fact that we teachers often only give the student one chance to perform on a quiz, test, presentation, project, etc.  It is one thing to promote responsibility and the value of completing work in a timely manner, but who wins when assignments are incomplete and no credit is received?  I firmly believe that I am a successful teacher when my students are completing the all of the work I assign.  There are many ways “creative grading” can be implemented with the goal of improving test/quiz scores, and the amount of work that students complete. 

            Test/quiz scores – I always tell my students that their grade is not made up of points that belong to me.  I want them to do well and I prove it to them with the perfect quiz (idea #21), and allowing test corrections and rewrites.  Remember, they now have an incentive to improve and are working harder to do it.  Most students realize that if they are successful the first time, they will not have to work as hard to just get by.  This makes sense to them.

            Projects/homework/presentations - I stated earlier that I feel I am successful when my students are completing their assignments.  I accept all work until the last three days of the marking period (logistics of grading).  Late work receives half credit.  The students and I both win.  They do not have zeros weighing down their average and I am happy they are completing their work.  Once again though, most students catch on quick that they are working harder for less and begin to turn in work on time.  I also empower them with the responsibility of choosing a reasonable due date for their larger projects and papers.  What does it matter to me?  I let them decide.

            There are other things you can employ in your classroom as well.  There is nothing wrong with letting students grade straightforward assignments or having an occasional open book exam.  After all, in the real world do professionals become successful by never asking for help or looking up information? The answer is no!

            It is important to keep everything in perspective.  I realize that some students will not respond to these opportunities.  You will still need parent conferences.  Parental involvement could be an entire different book itself!  I will say that most students get what you are trying to accomplish and will improve their own performance.