Traditional letter grades have been around since the beginning of the 20th century. Today’s parents received As, Bs, and Cs from their teachers when they were in school, and most parents expect to see similar letters on their child’s report card.

Yet, for years my district—Alpine (UT) School District—struggled to justify our traditional grading model. We felt as though letter grades were losing meaning and leading to less personalized instruction. As someone who taught for many years, I watched traditional grading struggle to tell students, parents, and teachers the whole story. Simply put, it didn’t guide instruction.

We knew...

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  • About the Author:

    Georgia Omer is a teacher on special assignments assigned to K-12 curriculum and Skyward at Alpine (UT) School District.