assignments grade

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

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Easily distribute, analyze, and grade student work with Assignments for your LMS

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

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Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

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Protect student privacy — data is owned and managed solely by you and your students

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Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

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“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

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Grade calculator, use this simple ez grading calculator to find quiz, test and assignment scores:, grading chart:.

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Grade Calculator

Our Grade Calculator can help you determine what you need to get on your final exam to achieve the final grade you would like for a given course.

Do you know your Current Grade?

Fill in your assignment grades on the right to automatically calculate your Current Grade

Grade Needed on Final Exam

Please make sure all text fields are filled out.

Minimum Attainable Course Grade: 0%

Maximum Attainable Course Grade: 100%

Enter your assignment scores here to automatically calculate your current grade (e.g. midterms, homework, tests, labs, etc.)

Important Notes

You can use our grade calculator to calculate the final exam grade you will need to achieve the overall course grade you desire. Our calculator requires you to enter the current percentage grade you have currently obtained for that course together with the weight of the final exam as a percentage value. However, if you do not know what your current grade is, for the question "Do you know your Current Grade?" select the answer "no." Enter the grades you have received for all of your assignments, homework, test, labs, and anything else that contributes to your final grade, as well as the weight of each grade. Our grade calculator will automatically calculate not only your current grade but the grade you need to achieve on your final exam to achieve the overall course grade you desire. In addition, both the minimum and maximum course overall grades will be provided.

Once you have entered the information required, the system will generate both a table and a chart that show the different final exam grades you may obtain as well as the overall course grades that go with them.

Inputting Data in our Grade Calculator

When entering your current grade and the weight of your final exam, our calculator will assume that your current grade has been based on the weight of the course prior to your final exam and calculates it as the input weight subtracted from 100%. If your current grade hasn't taken your coursework into account, the generated results will not be accurate.

Similar to the above, if you don't know what your current grade is and you enter both the coursework grades and the associated weights into the calculator, the calculator will automatically calculate your current grade and the weight of the final exam. In this situation, the weight of your final exam is calculated by taking the sum of the weight of your course work subtracted from 100%. With that in mind, if you enter too many or not enough assignments, the weight of the final exam that is calculated will most likely not match the actual weight of the final exam in your chosen course.

You may also be interested in our Flesch Kincaid Calculator

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• Teaching Tips

The Ultimate Guide to Grading Student Work

Strategies, best practices and practical examples to make your grading process more efficient, effective and meaningful

Top Hat Staff

This ultimate guide to grading student work offers strategies, tips and examples to help you make the grading process more efficient and effective for you and your students. The right approach can save time for other teaching tasks, like lecture preparation and student mentoring. 

Grading is one of the most painstaking responsibilities of postsecondary teaching. It’s also one of the most crucial elements of the educational process. Even with an efficient system, grading requires a great deal of time—and even the best-laid grading systems are not entirely immune to student complaints and appeals. This guide explores some of the common challenges in grading student work along with proven grading techniques and helpful tips to communicate expectations and set you and your students up for success, especially those who are fresh out of high school and adjusting to new expectations in college or university. 

What is grading?

Grading is only one of several indicators of a student’s comprehension and mastery, but understanding what grading entails is essential to succeeding as an educator. It allows instructors to provide standardized measures to evaluate varying levels of academic performance while providing students valuable feedback to help them gauge their own understanding of course material and skill development. Done well, effective grading techniques show learners where they performed well and in what areas they need improvement. Grading student work also gives instructors insights into how they can improve the student learning experience.

Grading challenges: Clarity, consistency and fairness

No matter how experienced the instructor is, grading student work can be tricky. No such grade exists that perfectly reflects a student’s overall comprehension or learning. In other words, some grades end up being inaccurate representations of actual comprehension and mastery. This is often the case when instructors use an inappropriate grading scale, such as a pass/fail structure for an exam, when a 100-point system gives a more accurate or nuanced picture.

Grading students’ work fairly but consistently presents other challenges. For example, grades for creative projects or essays might suffer from instructor bias, even with a consistent rubric in place. Instructors can employ every strategy they know to ensure fairness, accessibility, accuracy and consistency, and even so, some students will still complain about their grades. Handling grade point appeals can pull instructors away from other tasks that need their attention.

Many of these issues can be avoided by breaking things down into logical steps. First, get clear on the learning outcomes you seek to achieve, then ensure the coursework students will engage in is well suited to evaluating those outcomes and last, identify the criteria you will use to assess student performance. 

What are some grading strategies for educators?

There are a number of grading techniques that can alleviate many problems associated with grading, including the perception of inconsistent, unfair or arbitrary practices. Grading can use up a large portion of educators’ time. However, the results may not improve even if the time you spend on it does. Grading, particularly in large class sizes, can leave instructors feeling burnt out. Those who are new to higher education can fall into a grading trap, where far too much of their allocated teaching time is spent on grading. As well, after the graded assignments have been handed back, there may be a rush of students wanting either to contest the grade, or understand why they got a particular grade, which takes up even more of the instructor’s time. With some dedicated preparation time, careful planning and thoughtful strategies, grading student work can be smooth and efficient. It can also provide effective learning opportunities for the students and good information for the instructor about the student learning (or lack of) taking place in the course. These grading strategies can help instructors improve their accuracy in capturing student performance . 

Establishing clear grading criteria

Setting grading criteria helps reduce the time instructors spend on actual grading later on. Such standards add consistency and fairness to the grading process, making it easier for students to understand how grading works. Students also have a clearer understanding of what they need to do to reach certain grade levels.

Establishing clear grading criteria also helps instructors communicate their performance expectations to students. Furthermore, clear grading strategies give educators a clearer picture of content to focus on and how to assess subject mastery. This can help avoid so-called ‘busywork’ by ensuring each activity aligns clearly to the desired learning outcome. 

Step 1: Determine the learning outcomes and the outputs to measure performance. Does assessing comprehension require quizzes and/or exams, or will written papers better capture what the instructor wants to see from students’ performance? Perhaps lab reports or presentations are an ideal way of capturing specific learning objectives, such as behavioral mastery.

Step 2: Establish criteria to determine how you will evaluate assigned work. Is it precision in performing steps, accuracy in information recall, or thoroughness in expression? To what extent will creativity factor in the assessment?

Step 3: Determine the grade weight or value for each assignment. These weights represent the relative importance of each assignment toward the final grade and a student’s GPA. For example, how much will the final exam count relative to a research paper or essay? Once the weights are in place, it’s essential to stratify grades that distinguish performance levels. For example:

• A grade = excellent
• B grade = very good
• C grade = adequate
• D grade = poor but passing
• F grade = unacceptable

Making grading efficient

Grading efficiency depends a great deal on devoting appropriate amounts of time to certain grading tasks. For instance, some assignments deserve less attention than others. That’s why some outcomes, like attendance or participation work, can help save time by getting a simple pass/fail grade or acknowledgment of completion using a check/check-plus/check-minus scale.

However, other assignments like tests or papers need to show more in-depth comprehension of the course material. These items need more intricate scoring schemes and require more time to evaluate, especially if student responses warrant feedback.

When appropriate, multiple-choice questions can provide a quick grading technique. They also provide the added benefit of grading consistency among all students completing the questions. However, multiple-choice questions are more difficult to write than most people realize. These questions are most useful when information recall and conceptual understanding are the primary learning outcomes.

Instructors can maximize their time for more critical educational tasks by creating scheduled grading strategies and sticking to it. A spreadsheet is also essential for calculating many students’ grades quickly and exporting data to other platforms.

Making grading more meaningful in higher education

Grading student work is more than just routine, despite what some students believe. The better students understand what instructors expect them to take away from the course, the more meaningful the grading structure will be. Meaningful grading strategies reflect effective assignments, which have distinct goals and evaluation criteria. It also helps avoid letting the grading process take priority over teaching and mentoring.

Leaving thoughtful and thorough comments does more than rationalize a grade. Providing feedback is another form of teaching and helps students better understand the nuances behind the grade. Suppose a student earns a ‘C’ on a paper. If the introduction was outstanding, but the body needed improvement, comments explaining this distinction will give a clearer picture of what the ‘C’ grade represents as opposed to ‘A-level’ work.

Instructors should limit comments to elements of their work that students can actually improve or build upon. Above all, comments should pertain to the original goal of the assignment. Excessive comments that knit-pick a student’s work are often discouraging and overwhelming, leaving the student less able or willing to improve their effort on future projects. Instead, instructors should provide comments that point to patterns of strengths and areas needing improvement. It’s also helpful to leave a summary comment at the end of the assignment or paper.

Maintaining a complaint-free grading system

In many instances, an appropriate response to a grade complaint might simply be, “It’s in the syllabus.” Nevertheless, one of the best strategies to curtail grade complaints is to limit or prohibit discussions of grades during class time. Inform students that they can discuss grades outside of class or during office hours.

Instructors can do many things before the semester or term begins to reduce grade complaints. This includes detailed explanations in the grading system’s syllabus, the criteria for earning a particular letter grade, policies on late work, and other standards that inform grading. It also doesn’t hurt to remind students of each assignment’s specific grading criteria before it comes due. Instructors should avoid changing their grading policies; doing so will likely lead to grade complaints.

Assigning student grades

Since not all assignments may count equally toward a final course grade, instructors should figure out which grading scales are appropriate for each assignment. They should also consider that various assignments assess student work differently; therefore, their grading structure should reflect those differences. For example, some exams might warrant a 100-point scale rather than a pass/fail grade. Requirements like attendance or class participation might be used to reward effort; therefore, merely completing that day’s requirement is sufficient.

Grading essays and open-ended writing

Some writing projects might seem like they require more subjective grading standards than multiple-choice tests. However, instructors can implement objective standards to maintain consistency while acknowledging students’ individual approaches to the project.

Instructors should create a rubric or chart against which they evaluate each assignment. A rubric contains specific grading criteria and the point value for each. For example, out of 100 points, a rubric specifies that a maximum of 10 points are given to the introduction. Furthermore, an instructor can include even more detailed elements that an introduction should include, such as a thesis statement, attention-getter, and preview of the paper’s main points.

Grading creative work

While exams, research papers, and math problems tend to have more finite grading criteria, creative works like short films, poetry, or sculptures can seem more difficult to grade. Instructors might apply technical evaluations that adhere to disciplinary standards. However, there is the challenge of grading how students apply their subject talent and judgment to a finished product.

For creative projects that are more visual, instructors might ask students to submit a written statement along with their assignment. This statement can provide a reflection or analysis of the finished product, or describe the theory or concept the student used. This supplement can add insight that informs the grade.

Grading for multi-section courses

Professors or course coordinators who oversee several sections of a course have the added responsibility of managing other instructors or graduate student teaching assistants (TAs) in addition to their own grading. Course directors need to communicate regularly and consistently with all teaching staff about the grading standards and criteria to ensure they are applied consistently across all sections.

If possible, the course director should address students from all sections in one gathering to explain the criteria, expectations, assignments, and other policies. TAs should continue to communicate grading-related information to the students in their classes. They also should maintain contact with each other and the course director to address inconsistencies, stay on top of any changes and bring attention to problems.

To maintain consistency and objectivity across all sections, the course director might consider assigning TAs to grade other sections besides their own. Another strategy that can save time and maintain consistency is to have each TA grade only one exam portion. It’s also vital to compare average grades and test scores across sections to see if certain groups of students are falling behind or if some classes need changes in their teaching strategies.

Types of grading

• Absolute grading : A grading system where instructors explain performance standards before the assignment is completed. grades are given based on predetermined cutoff levels. Here, each point value is assigned a letter grade. Most schools adopt this system, where it’s possible for all students to receive an A.
• Relative grading : An assessment system where higher education instructors determine student grades by comparing them against those of their peers. 
• Weighted grades : A method ussed in higher education to determine how different assessments should count towards the final grade. An instructor may choose to make the results of an exam worth 50 percent of a student’s total class grade, while assignments account for 25 percent and participation marks are worth another 25 percent.
• Grading on a curve : This system adjusts student grades to ensure that a test or assignment has the proper distribution throughout the class (for example, only 20% of students receive As, 30% receive Bs, and so on), as well as a desired total average (for example, a C grade average for a given test). We’ve covered this type of grading in more detail in the blog post The Ultimate Guide to Grading on A Curve .

Ungrading is an education model that prioritizes giving feedback and encouraging learning through self-reflection rather than a letter grade. Some instructors argue that grades cannot objectively assess a student’s work. Even when calculated down to the hundredth of a percentage point, a “B+” on an English paper doesn’t paint a complete picture about what a student can do, what they understand or where they need help. Alfie Kohn, lecturer on human behavior, education, and parenting, says that the basis for grades is often subjective and uninformative. Even the final grade on a STEM assignment is more of a reflection of how the assignment was written, rather than the student’s mastery of the subject matter. So what are educators who have adopted ungrading actually doing? Here are some practices and strategies that decentralize the role of assessments in the higher ed classroom.

• Frequent feedback: Rather than a final paper or exam, encourage students to write letters to reflect on their progress and learning throughout the term. Students are encouraged to reflect on and learn from both their successes and their failures, both individually and with their peers. In this way, conversations and commentary become the primary form of feedback, rather than a letter grade. 
• Opportunities for self-reflection: Open-ended questions help students to think critically about their learning experiences. Which course concepts have you mastered? What have you learned that you are most excited about? Simple questions like these help guide students towards a more insightful understanding of themselves and their progress in the course.
• Increasing transparency: Consider informal drop-in sessions or office hours to answer student questions about navigating a new style of teaching and learning.  The ungrading process has to begin from a place of transparency and openness in order to build trust. Listening to and responding to student concerns is vital to getting students on board. But just as important is the quality of feedback provided, ensuring both instructors and students remain on the same page.

Grading on a curve

Instructors will grade on a curve to allow for a specific distribution of scores, often referred to as “normal distribution.” To ensure there is a specific percentage of students receiving As, Bs, Cs and so forth, the instructor can manually adjust grades. 

When displayed visually, the distribution of grades ideally forms the shape of a bell. A small number of students will do poorly, another small group will excel and most will fall somewhere in the middle. Students whose grades settle in the middle will receive a C-average. Students with the highest and the lowest grades fall on either side.

Some instructors will only grade assignments and tests on a curve if it is clear that the entire class struggled with the exam. Others use the bell curve to grade for the duration of the term, combining every score and putting the whole class (or all of their classes, if they have more than one) on a curve once the raw scores are tallied.

How to make your grading techniques easier

Grading is a time-consuming exercise for most educators. Here are some tips to help you become more efficient and to lighten your load.

• Schedule time for grading: Pay attention to your rhythms and create a grading schedule that works for you. Break the work down into chunks and eliminate distractions so you can stay focused.
• Don’t assign ‘busy work’: Each student assignment should map clearly to an important learning outcome. Planning up front ensures each assignment is meaningful and will avoid adding too much to your plate.
• Use rubrics to your advantage: Clear grading criteria for student assignments will help reduce the cognitive load and second guessing that can happen when these tools aren’t in place. Having clear standards for different levels of performance will also help ensure fairness.
• Prioritize feedback: It’s not always necessary to provide feedback on every assignment. Also consider bucketing feedback into what was done well, areas for improvement and ways to improve. Clear, pointed feedback is less time-consuming to provide and often more helpful to students. 
• Reward yourself: Grading is taxing work. Be realistic about how much you can do and in what time period. Stick to your plan and make sure to reward yourself with breaks, a walk outside or anything else that will help you refresh. 

How Top Hat streamlines grading

There are many tools available to college educators to make grading student work more consistent and efficient. Top Hat’s all-in-one teaching platform allows you to automate a number of grading processes, including tests and quizzes using a variety of different question types. Attendance, participation, assignments and tests are all automatically captured in the Top Hat Gradebook , a sophisticated data management tool that maintains multiple student records.

In the Top Hat Gradebook, you can access individual and aggregate grades at a glance while taking advantage of many different reporting options. You can also sync grades and other reporting directly to your learning management system (LMS). 

Grading is one of the most essential components of the teaching and learning experience. It requires a great deal of strategy and thought to be executed well. While it certainly isn’t without its fair share of challenges, clear expectations and transparent practice ensure that students feel included as part of the process and can benefit from the feedback they receive. This way, they are able to track their own progress towards learning goals and course objectives.

Click here to learn more about Gradebook, Top Hat’s all-in-one solution designed to help you monitor student progress with immediate, real-time feedback.

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Learn how Assignments works

Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education.

For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing and grading student work, and analyze student submissions with originality reports to ensure authenticity.

You use Assignments as a Learning Tools Interoperability (LTI) tool integrated within your LMS. It works with any LMS that supports LTI version 1.1 or higher, such as Canvas, Schoology, Blackboard, Moodle, and others.

Adding Assignments to your LMS might require assistance from your LMS administrator. If you have never set up an add-on application or external tool for your LMS before, talk to your IT or LMS admin about setting up Assignments in Canvas, Schoology, or another LMS.

Get started with Assignments

Assignments workflow

Step 1: instructor creates an assignment.

• (Required) Setting the point value
• (Optional) Setting the due date
• (Optional) Adding a grading rubric
• (Optional) Attaching assignment files to make a copy for each student to edit and submit
• (Optional) Enabling originality reports

Step 2: Students submit their assignments

• Google Docs, Sheets, Slides, Sites, and Drawings
• Microsoft®️ Word®️, Excel®️, or PowerPoint®️
• Image files
• Video files (WEBM, MPEG4, 3GPP, MOV, AVI, MPEG-PS, WMV, FLV, OGG)
• They no longer have edit or comment access to their original file.
• Assignments makes a copy of the submitted file and saves it to the student's Drive.

For more details, go to How instructors and students share files .

Step 3: Instructor grades and returns assignments

• Ownership of the file returns to the student.
• Assignments archives a copy of the graded file and saves it to the instructor's Drive.
• Grades are saved to the LMS grade book.

General FAQ

Does my organization need google workspace for education to use assignments, where and in what languages is assignments available, how much does assignments cost, what browsers are supported, does assignments work on mobile devices, is assignments built for accessibility, grading faq, does assignments have plagiarism detection, does assignments support rubric grading, can i save draft grades or feedback outside the student’s view, can classwork be returned individually or all at once.

• Leave draft grades and overall feedback.
• Return to the list of students.
• Check the boxes for all the students whose assignments you want to return.
• Click Return .

Can I return classwork without a grade?

Can returned classwork be resubmitted or regraded.

• To provide context for giving a new grade, the previous grade is displayed next to the grade field. Only the most recent grade syncs to the LMS.
• Previous overall feedback is displayed and new overall feedback open in a separate text box.

Can co-instructors grade assignments?

Do grades sync to the lms, class management faqs, can instructors see all their linked courses & assignments, can instructors delete courses & assignments.

Instructors who own courses can delete courses and assignments. Learn how to delete courses and assignments .

Does Assignments support group assignments?

• Tell each group to create a Google Doc and share it with group members for editing.
• Have the owner of the file submit the assignment for grading.
• Grade the assignment, leaving overall feedback as a margin comment or suggestion. Tip : The overall feedback field is visible only to the owner of the file and not to the group.
• In your grade book, record the grade for the other group members.

Does Assignments support peer review of assignments?

• Ask your students to start their assignments in Docs.
• Tell students to share their files with their peer reviewer.
• In Docs, peer reviewers leave margin comments and suggestions.
• Have students turn in their assignments, leaving in the reviewer’s comments and suggestions.Alternatively, students can review, implement, and resolve reviewer comments and instructors can view version history.
• Grade the assignments.
• (Optional) Record a separate grade for peer reviews.

Will Assignments work in a course copied in my LMS?

• Total points
• Settings for originality reports
• Attachments
• Use Assignments LTI version 1.3 for best results.
• Copied assignments can only be opened by students after an instructor links the Assignment to their account. Learn about linking your account to Assignments .
• Make sure the person who copies the course is in the same Google Workspace for Education organization as the course creator or is on the organization’s allow list. Learn more about how to manage your organization’s allow lists .
• Don’t edit or delete the original assignment or its attachments.

Need more help?

Try these next steps:.

Grade Calculator

Use this weighted grade calculator to easily calculate the weighted average grade for a class or course. Enter letter grades (A, B-, C+, etc.) or percentage scores (75, 88, 92, etc.) achieved on all relevant exams, homework assignments, projects, verbal exams, etc. as well as their weights as percentages. Optionally, enter a final grade goal to estimate how much you need to score on your final exam in order to meet your goal.

Related calculators

• How to calculate your grade
• What grade do I need on my final?
• How to convert a grade to percentage?

    How to calculate your grade

With the help of this grade calculator you can calculate your current weighted grade or unweighted grade in terms of percentage, letter grade, or GPA. The tool will also output the weight of all remaining exams, and assignments and has the option of calculating the minimum score you need to obtain on a final exam in order to achieve a target overall grade for a class or course.

To use the calculator, enter the number of grades you currently have, then each grade as a percent or letter grade , and finally the weight each grade adds towards the overall. If no weights are entered, the weights are assumed equal and the calculator will output the unweighted average grade. Otherwise a weighted average grade will be produced in terms of percentage, GPA, and a letter grade.

    What grade do I need on my final?

If you haven't yet got a score on the final exam for a given class, you can use this tool as a final grade calculator. In order to achieve a given grade goal for the entire class, course, or semester, a given minimum grade is required on the final exam, depending on both the weighted average grade to that date, and the weight of the final on the overall grade. This minimum required score can be calculated using the following formula:

Required final score = (Grade Goal - Current Grade x (100% - Weight of Final(%))) / Weight of Final(%)

The current grade is calculated based on the weighted average of all marks to date. The weight of the final test is calculated as 100% minus the combined weight of all grades to date. Therefore, if the combined weight of the scores you enter is 65% then the final exam will have a weight of 100% - 65% = 35%.

    How to convert a grade to percentage?

Our grade calculator uses the following table to convert letter grades to percentages. Note that since this is not a universally applicable table, ideally one would want to know the exact percentage scores and use these as input for the calculator, otherwise the results may be slightly off.

Again, it is our recommendation that you check with your local school or college and enter percentage grades instead of letter grades for the most accurate calculation. Note that while U.S. colleges and schools are likely to use the above grading, educational institutions in other countries may use a vastly different GPA scale.

Cite this calculator & page

If you'd like to cite this online calculator resource and information as provided on the page, you can use the following citation: Georgiev G.Z., "Grade Calculator" , [online] Available at: https://www.gigacalculator.com/calculators/grade-calculator.php URL [Accessed Date: 19 Apr, 2024].

     Other calculators

Grade, return, and reassign assignments

Managing and grading class assignments is more efficient than ever with Microsoft Teams! Add grades and feedback directly into assignments so that you and your students are on the same page. Request revisions on students' work when you return it with feedback. Excuse a student from an assignment. If a student experiences technical difficulties when submitting their work, act on their behalf to submit for them!

Need to put grading on pause to take care of other tasks? No problem. Comments and feedback on assignments are saved as you go, and you can quickly return to them even if you close the tab, grade other assignments, or go to another page in Teams.

Learn more about grading, returning, reassigning, and excusing students from assignments below!

In this article:

View ungraded assignments  

Grade and return multiple assignments at once

Grade and return assignments one-by-one.

Grade a group assignment

Return an assignment for revision

Take action on behalf of a student / Turn in on behalf of a student

Mark your students as excused from an assignment

Related topic: Grade an assignment with a rubric

View ungraded assignments

Navigate to the class and select Assignments . 

Tip:  Search for any assignment by keyword in the search bar. 

Assignments with work left to grade are sorted under the Ready to grade tab. 

Navigate to a student's name in your To return list.

Tip:  Select the arrow to sort students in ascending or descending alphabetical order.

Check the Status column if students turned in a document with this assignment. You'll also see if their work is late, not turned in, or returned for revision.

Note:  If you want to attach files as feedback, you will need to  grade and return assignments one-by-one . You can also  take action or turn in on behalf of a student .

Add points in the box to the right of the Feedback textbox if you designated points for this assignment. You can add a grading scheme as well.  Learn more about setting up weighted grading categories and schemes.

Select Return or  Return  >  Return for revision  at the top of the page to return graded assignments to all students whose checkboxes are checked. When you add feedback or a grade to a student's assignment, the checkbox next to their name is automatically checked. You can uncheck those checkboxes if you don't want to return a student's assignment yet.

Note:  The students you selected will receive a notification that their assignment has been returned. Their name will now show up in the Returned list. Their assignment status in the Grades tab will update, too.

View student work in full-screen mode and easily move from student to student without leaving your review pane.

Tip:  Select Expand tab  (icon with two arrows) to view students' work in full-screen. 

View work and add comments on the document itself, where relevant. If the student submitted more than one file, you can select other files on the right to view.

Note:  Not able to view a file in Teams? You may need to open files made in third-party apps separately. Older Microsoft Office files with .doc, .xls, and .ppt file extensions must be edited in the desktop versions of those apps.

Add feedback by typing in the  Feedback  textbox. Attach a file by selecting  Attach file  or  + New . 

If you designated points for this assignment, add points in the box below the Feedback textbox.

If you're ready to return work to the student, select Return , or select Return  > Return for revision .

Use the arrows on either side of the student's name on the right to navigate from student to student.

Note:  For a more focused workspace, hide the grading pane by selecting  Hide pane  in the lower right corner of the grading pane. You'll still be able to use arrows to navigate to other students' work and return the work by selecting Return . 

Select Close to return to the full student list for this assignment.

Video feedback

 1. Choose an assignment. 

2. Select a student from the list. 

3. The student's assignment will open. Navigate down to the Feedback section. 

5. With the video window open, press the center button to both record and stop the recording . 

6. When finished, choose the Review button to view the recording. If you approve, move on by selecting the Next button. 

7. A file name for the recording is required in order to upload it. The file will be saved as a .webm extension. 

8. Choose the Upload button. 

9. Once the video has been uploaded, select the  Done button to complete video feedback. 

Grade a group assignment 

If you've created group assignments , give a group grade or give individual grades to members of the group.

Grade and return multiple group assignments at once

Navigate to a group in your To return list.

Tip:  Select the arrow to sort groups in ascending or descending alphabetical order.

Check the Status column if groups turned in a document with this assignment. You'll also see if their work is late, not turned in, or returned for revision.

Add points in the box to the right of the Feedback textbox if you designated points for this assignment.

Select Return,   Return for revision, or  Mark as excused and return  at the top of the page to return graded assignments to all groups whose checkboxes are checked. When you add feedback or a grade to a group's assignment, the checkbox next to their name is automatically checked. You can uncheck those checkboxes if you don't want to return a group's assignment yet.

Note:  The students in the groups you selected will receive a notification that their assignment has been returned or if they've been marked as excused. Their name will now show up in the Returned list. Their assignment status in the Grades tab will update, as well.

Grade and return group assignments one-by-one

Select a group's status in the Status column to open their work.

View work and add comments on the document itself, where relevant. If the group submitted more than one file, you can select other files on the right to view.

Note:  Not able to view a file in Teams? You may need to open files made in third-party apps separately. Older Microsoft Office files with .doc, .xls, and .ppt file extensions must be edited in the desktop version of those apps.

Add feedback by typing in the  Feedback  textbox or attaching a file by selecting  Attach file   or  + New . 

Add points in the box to below the Feedback textbox if you designated points for this assignment. You can use a grading scheme as well. 

If you're ready to return work to the group, select Return . You can also select Return for revision  or  Mark as excused and return .

Use the arrows on either side of the group's name on the right to navigate from group to group.

Note:  For a more focused workspace, you can hide the grading pane by selecting  Hide pane  in the lower right corner of the grading pane. Even when the pane is hidden, you can still use arrows to navigate to other group work and return the work using the Return  arrow button. 

Select Close to return to the full group list for this assignment.

If you'd like to request a revision from a student before giving a final grade:

Follow the instructions above for returning an assignment to  multiple students  or  one-by-one .

Update how long you'll accept turn-ins at any time by selecting the assignment, then selecting More options >   Edit . Select Edit assignment timeline  underneath the due date and time, then make your adjustments in the assignment timeline.

Take action on behalf of a student

Educators can view assignments as a specific student, upload files for them, and turn in assignments on their behalf. 

Select a student's status in the Status column to open their work (select an assignment that is  Not turned in ).

Note:  You can take action on behalf of a student for both upcoming and past due assignments.

Under  Student work , where all the student's files are listed, select Take action in student view .

When uploading documents, you can only upload from your OneDrive, not the student's OneDrive.

You cannot upload Class Notebook, Make Code, or Reading Progress content but you can turn in the assignment if the content is already added by the student.

Mark your student as excused from an assignment

Repeat the above instructions for returning an assignment to  multiple students  or  one-by-one .

Select the dropdown arrow next to Return , then select  Return for revision .

Choose the option for  Mark as excused and return .

4. A dialogue box will appear asking you if you wish to mark this submission as excused. Be aware that all rubric data and points will be removed. Feedback will still be shared the student. 

5. Choose the Mark as excused button. 

6. Students with their assignments marked as excused will have their status changed to "Excused."

Mark as inactive

Any assignment can be marked as inactive, removing it from your list.

1. Select Assignments .

2. Find the assignment you with to deactivate and choose the More options ... button. 

3. Pick  Mark as inactive.

The assignment will immediately be deactivated and removed from your assignment list. 

Create an assignment

Track student progress in the Grades tab

Grading rubrics in Teams

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Google Assignments, your new grading companion

Aug 14, 2019

[[read-time]] min read

Instructors lose valuable time doing cumbersome tasks: writing the same comment on multiple essays, returning piles of paper assignments, and battling copy machine jams. These frustrations are most often felt by instructors with the highest teaching workloads and the least time. For the last five years, we’ve been building tools—like Classroom and Quizzes in Google Forms—to address these challenges. Now you can take advantage of these tools if you use a traditional Learning Management System (LMS). 

Assignments brings together the capabilities of Google Docs, Drive and Search into a new tool for collecting and grading student work. It helps you save time with streamlined assignment workflows, ensure student work is authentic with originality reports, and give constructive feedback with comment banks. You can use Assignments as a standalone tool and a companion to your LMS (no setup required!) or your school admin can integrate it with your LMS. Sign up today to try Assignments.

If you're one of the 40 million people using Classroom: you've got the best of Assignments already baked in, including our new originality reports . For everyone else, Assignments gives you access to these features as a compliment to your school’s LMS. 

Assignments is your tireless grading companion

Using an LMS can create more work than it saves: students turn in all kinds of files, you have to download and re-upload student files one-by-one, and what if students can keep editing after they already turned in their work? Assignments handles all this for you.

Assignments streamlines the creation and management of coursework, and tackles some of your biggest frustrations:

Stop typing the same feedback over and over by using a comment bank, and never worry about pressing the “save” button again

Check student work for originality and automatically lock work once it’s turned in

Assign files with the option to send each student a copy (no more copy machines!)

Grade assignments for an entire class with a student switcher and rubrics, and review any file type without leaving your grading interface

Comment and leave suggestions on student work with Google Docs

Instructors and students can attach anything to assignments: Docs or Word files for papers, spreadsheets for data analysis, slides for presentations, sites for digital portfolios or final projects, Colab notebooks for programming exercises, and much more. 

Help students turn in their best work with originality reports

With originality reports in Assignments, you can check student work for missed citations and possible plagiarism without interrupting your grading workflow. When students turn in a document, Assignments will check students’ text against hundreds of billions of web pages and tens of millions of books. 

If you enable originality reports on an assignment, students can also check their work for authenticity (a limited number of times) to correct issues, turn in their best work, and save instructors time grading. Since both you and your students can see originality reports, they’re designed to help you teach your students about authenticity and academic integrity. 

Getting started with Assignments

Starting today, you can sign up to get access to Assignments when it becomes available in a few weeks. Assignments will be available for free as part of G Suite for Education and can be used by instructors alongside or integrated with an LMS. 

Instructors can use Assignments even if your school has an LMS. There’s no setup required, all you need is to sign up and have a school-issued Google account. 

Admins can turn on access to Assignments within your LMS. Assignments is available as an LTI tool, which provides a more integrated experience and enables roster syncing and grade transmission to your LMS gradebook. Assignments is an improved and expanded version of Course Kit, so if you’re already in the Course Kit beta, you’ll automatically have access to Assignments. 

If you use Canvas, we’ve worked with their team to complement the Assignments LTI tool with a set of additional features that make Docs and Drive work seamlessly across all Canvas assignments. 

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Cloud next 2024: more momentum with generative ai.

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Let’s stay in touch. Get the latest news from Google in your inbox.

Grade Calculator

Grade Calculator lets you find the weighted percentage and letter grades for all of your assignments or exams.

About Grade Calculator

Welcome to our Grade Calculator. It's a free and easy-to-use online tool to calculate weighted average grades. In addition, it lets you compute the grades in percentages, letters, or points.

Just select the grade type and input the assignment names, grades, and weights. Lastly, press the "Calculate" button to see the final result.

How to Calculate Weighted Grade?

To calculate a weighted grade, you need to assign different weights or percentages to each assignment. Such as projects, midterms, homework, and quizzes, and then multiply the grade earned in each assignment by its corresponding weight. Finally, add up these weighted grades and divide them by the sum of weights to obtain an overall weighted grade.

Here's an example:

Suppose there are three categories of assignments:

• Projects (weight of 35%)
• Midterms (weight of 40%)
• Homework (weight of 25%)

A student earns the following grades in each category:

• Projects - 75%
• Midterms - 90%
• Homework - 82%

Weighted grade = (project grade × 35%) + (midterm grade × 40%) + (homework grade × 25%) / 35 + 40 + 25

= (75 × 35) + (90 × 40) + (82 × 25) / 100

= (2625 + 3600 + 2050) / 100

= 8275 / 100

Therefore, the student's overall weighted grade for the course is 82.75% .

How to use Grade Calculator?

Before getting started, ask your teacher, how much each assignment category is worth. Also, you can check it out from the course syllabus. Because it will be needed for the grade calculation.

• Firstly, select the grade type. Our tool gives you access to enter the grades in three formats. Percentage, Letters, and Points. So, choose the required one of them.
• After choosing the grade type, enter the assignment category name. Such as projects, quizzes, homework, midterm, etc.
• Now enter the grade that you earned for each assignment. Also, you can input the grades in percentages, letters, or points.
• Enter the weight for each assignment category in percentage. For example, projects - 20%, midterms - 30%, etc.
• If you want to calculate the grades for more than five assignments, you can use the "Add Assignment" button to add more rows.
• In addition, you can find how much additional grade is needed to maintain the given average grade. It's an optional feature. You can leave it blank if you don't need it.
• Lastly, press the "Calculate" button to see the final result on your screen.
• Finally, you can see the average grade result with calculations and additional grades needed. Also, if you choose the letter grade, you will get the GPA result. Similarly, the tool will display the total grade result, if you choose a point grade.
• For new calculations, press the "Reset" button. It will refresh the calculator and gives a fresh new start.

Related Calculators

• Final Grade Calculator
• Test Grade Calculator
• College GPA Calculator
• High School GPA Calculator
• Final GPA Calculator

Log in with your Gradescope account

Or log in with, deliver and grade your assessments anywhere.

Grade All Subjects

Gradescope supports variable-length assignments (problem sets & projects) as well as fixed-template assignments (worksheets, quizzes, bubble sheets, and exams)..

Total Points

Autograder score, failed tests, style - manual grading.

Use Your Existing Assignments

No need to alter your assignments. grade paper-based, digital, and code assignments in half the time..

Quick, Flexible Grading

Apply detailed feedback with just one click. make rubric changes that apply to previously graded work..

Gain Valuable Insight

See question and rubric-level statistics to better understand what your students know. easily export grades and data..

Feedback Delivered Instantly

Return graded assignments with a single click (optional). handle regrade requests online, freeing up office hours..

Answer Groups & AI-assisted Grading

Grade groups of similar answers at once. for some question types, gradescope ai automatically forms groups for you to review..

Built by Instructors

Our team cares deeply about your grading experience. we built gradescope for ourselves while in grad school and love feedback from our users., join over 140,000 instructors.

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• Grade Calculators

Weighted Grade Calculator

Assignments

Assignment 1

Assignment 2

Assignment 3

Assignment 4

Assignment 5

Assignment 6

Assignment 7

Assignment 8

Assignment 9

Assignment 10

Your Grade Average:

To determine what grade you need to get on your remaining assignments (or on your final exam), enter the total weight of all of your class assignments (often the total weight is 100). Then enter the desired grade you would like to get in the class.

Enter Desired Grade

Enter Class Total Weight

Instructions

You can use the calculator above to calculate your weighted grade average. For each assignment, enter the grade you received and the weight of the assignment. If you have more than 10 assignments, use the "Add Row" button to add additional input fields. Once you have entered your data, press the "calculate" button and you will see the calculated average grade in the results area.

If you want to calculate the average grade you need on your remaining assignments (or on your final exam) in order to get a certain grade in the class, enter the desired grade you would like to get in the class. Then enter the total weight of all your class assignments. Often the total weight of all class assignments is equal to 100, but this is not always the case. Press either the “Calculate” button or the “Update” button and you will see your average grade for the class and the results will be displayed in the results area.

Video Instructions

How to calculate weighted grade average?

• First multiple the grade received by the weight of the assignment. Repeat this for each completed assignment.
• Then add each of the calculated values from step 1 together.
• Next add the weight of all the completed assignments together.
• Finally, divide the calculated value from step 2 above by the value calculated from step 3. This gives you the weighted grade average.

Weighted Grade Formula

Weighted Grade = (w 1 x g 1 + w 2 x g 2 + w 3 x g 3 + …) / (w 1 + w 2 + w 3 + …)

Example Calculation

Here is an example. Let's say you received a 90% on your first assignment and it was worth 10% of the class grade. Then let's assume you took a test and received an 80% on it. The test was worth 20% of your grade.

To calculate your average grade, follow these steps:

• Multiple each grade by its weight. In this example, you received a 90% on the first assignment and it was worth 10%. So multiply 90 x 10 = 900. You also received an 80% on the test and it was worth 20% of the class grade. So multiply 80 x 20 = 1600.
• Add the calculated values from step 1 together. We now have 900 + 1600 = 2500.
• Add the weight of all the completed assignments together. To do this, add 10% for the first assignment and 20% for the second assignment. That gives us 10 + 20 = 30.
• Finally, divide the value from step 2 by the value from step 3. That gives us 2500 / 30 = 83.33. Therefore our weighted grade average is 83.33%.

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Middle School GPA Calculator

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Center for Educational Effectiveness

Combining grading efficiency with effective assessment, strategies and techniques for instructors.

• April 11, 2024

When looking for ways to efficiently evaluate student work, instructors can modify their assessments to streamline grading and feedback, while ensuring that the assessment supports student learning. This resource provides guidance and strategies for combining grading efficiency and effective assessment. To frame our discussion, we begin with some guidelines for grading in ways that are efficient for instructors while promoting learning.

Free yourself of the need to grade  everything .  Instructors may feel that it’s necessary to comprehensively evaluate every piece of work that a student produces. While grades can provide students with feedback, the greatest value of an assessment often accrues from the  cognitive and intellectual work that students engage in as they do the assessment. Grades are a byproduct of a much richer cycle of learning and feedback that engages students in the deep learning that is a key part of the university experience. Focus on assessing and providing feedback on those assignments that have the most substantial impact on student learning. Strategies such as  modifying the structure of your grading scheme can assist with this.

Limit grading and substantial feedback to assessments that engage students in higher-order thinking and/or require them to synthesize their learning .  Carefully review your assessments to identify those which ask students to do more critical thinking, analysis, synthesis or other higher-order thinking tasks (see  Bloom’s Revised Taxonomy for a framework for identifying higher- and lower-order thinking skills). Focusing your feedback and grading efforts on assessments that require higher-order thinking will help promote student learning and will be the best use of your feedback and grading time. Examples of tasks that would be comprehensively assessed include research papers, projects, reports, and presentations. The use of  rubrics can greatly increase grading efficiency while also providing students with useful, learning-focused feedback.

Use automated grading systems for assessments that target lower-order thinking skills , for example, memorization of facts, or those cases where quick information retrieval is important.  Multiple choice Canvas quizzes can work well for this ; Canvas question feedback functions can be used to provide students with automatic, formative feedback to improve their learning. Multiple choice exams can also assess higher-level thinking, but require time and careful review of test items. Please visit CEE’s website for  information about CEE consultations on test creation and analysis .

Provide multiple opportunities for feedback.  The instructor is an important source of feedback; however, students can receive helpful feedback from many sources. Varying feedback strategies can help students to engage in more collaborative work ( peer feedback ), gauge their understanding with reference to the rest of the class ( class-level feedback ) and help them develop metacognitive skills necessary to critically evaluate their own academic work ( self-assessment ).

Six Strategies for Streamlining Assessment and Grading  

1. modify grading structures .

Use binary grading (“completed” or “not completed”) for assessments that help students build skills through practice. Examples of this kind of assessment are problem sets in STEM courses, grammar exercises in language classes, and reading guides in courses with a substantial reading component. Instructors can establish a minimum threshold for “completed” by giving students a rubric that sets out the criteria that must be met in order to receive a full-credit grade. Showing students an example of an assignment that meets the full requirement and would receive a grade of “completed” can also help guide students in succeeding with this type of assessment.

Grade a subset of assignments by giving students a choice.  Rather than grade every assignment,  instructors can require students to complete all assignments and allow students to choose a subset of the assignments that they’ll receive a grade and feedback on. This permits students to choose those assessments they feel best represent their work. Requiring students to complete all of the assignments and choose a subset for grading maximizes learning and gives students a larger pool of assessments to choose from.  

2. Automate Formative Feedback through Canvas Quizzes 

Quizzes can be a great formative assessment tool and provide students with instantaneous feedback when designed with certain features in Canvas. When creating a quiz in Canvas, instructors can not only automate quiz scoring but also  pre-load formative feedback into the quiz questions and answer options. Instructors can specify in Canvas when this pre-loaded feedback can be accessed by students. 

When building Quizzes in Canvas, use the color-coded comment boxes underneath each answer to pre-load feedback. Use the green comment box for feedback explaining why this answer is correct and how students might have reasoned toward this answer. Use the red comment box(es) underneath incorrect answer option(s) to provide feedback on why these options are not correct and/or misconceptions that may have led students to these distractors. 

Instructors can also utilize comments for the entire question to provide general feedback, including: how to reason toward the correct answer, common mistakes and/or misconceptions related to the question, and/or relevant course materials to review for further information.  

3. Streamline Feedback with Rubrics & SpeedGrader  

Using Rubrics for Assessment and Feedback: 

Rubrics are a great way to prioritize feedback on only those elements of a student’s assignment that truly matter for the learning outcomes.

Rubrics specify key criteria or standards, levels of proficiency, and descriptions of what each criterion looks like at each proficiency level. Aim for only a few specific and necessary criteria on the rubric. Resist the temptation to include “important but not necessary” criteria in the rubric. 

Rubrics can be the foundation for giving clear and actionable feedback on student work. Streamline feedback by focusing on only those items that are covered in the rubric, which you have already determined to be most necessary. Keep in mind that too many comments can interfere with learning: students lose the signal in the noise. Prioritize the ways in which the work demonstrates particular criteria at relative performance levels. 

Streamlining Assessment Feedback with  SpeedGrader  

Integrating your rubric with the SpeedGrader tool in Canvas can enhance the efficiency and effectiveness of feedback. To do this, first  build your rubric in Canvas and then  attach the rubric to the relevant assignment. Once in SpeedGrader, you can utilize the rubric and provide feedback on student work. 

SpeedGrader also allows you to build a  Comment Library for frequent comments. You can preload anticipated comments into your Comment Library as well as save comments to your Comment Library as you interact with student work. 

Typing comments is  one of many options in SpeedGrader, which also includes spoken comments (audio recordings that students can listen to later), video comments (screen capture videos that students can watch later), and speech-to-text comments that translate spoken audio into text (only available in Google Chrome).  

4. Assign Peer Feedback 

Having students review and give feedback on classmates’ work is one strategy for giving timely feedback. Additionally, peer review has many pedagogical benefits, including: increasing engagement and fostering collaboration and community, challenging students to express their thoughts clearly and diplomatically, and reinforcing student learning and metacognition as they reflect on how their thinking changed once reading their classmates’ work.

To streamline the peer feedback process, consider  peer review on assignments or discussions on Canvas . Canvas peer reviews can show student names or display  anonymously . You can  manually  assign peer reviewers or let Canvas  automatically  assign them. You can have students complete a rubric and/or leave a comment in the comment sidebar.

However you decide to have students provide peer feedback, you’ll want to clearly explain how they should (and should not) assess their classmates. Consider modeling appropriate/productive comments.  

5. Save Time with Group- or Class-level Feedback  

Rather than repeating identical comments for multiple students, provide feedback at the group or course level by summarizing trends you notice while grading. Send a classwide e-mail, use the Canvas Announcement tool, or allot time in class to share your feedback.

Besides saving you time and ensuring consistent feedback quality, group feedback also allows students to see where others may be excelling or struggling. This encourages students to self-assess their own work in comparison to the group norms or expectations. Similarly, students can learn from the different perspectives and approaches of their peers. Time saved by efficient collective feedback can go toward tailoring feedback to address specific needs and strengths.

To maximize the benefits of formative assessment, consider a combination of feedback, feed up, and feed forward:

• Feedback helps someone understand what they have or haven't done well based on observations or assessments that have already occurred. It's retrospective, looking back on what has been done to reinforce or correct it.
• Feed up clarifies the objectives or goals by answering the question, "What are we trying to achieve?" Feed up provides a target or standard against which to measure performance. 
• Feed forward includes information or suggestions about what to do next or in the future to improve. Unlike feedback, which looks at past performance, feed forward is future-oriented. It focuses on potential strategies, actions, or behaviors that can enhance future performance. Feed forward offers constructive guidance on how to do better moving forward, rather than just focusing on what went wrong in the past.  

6. Engage Students in Self-Assessment   

This strategy involves students in assessing their own work by engaging in two steps. First, students can review their work by using an answer key or comparing their work to a well-crafted sample assignment. Then, to demonstrate that they’ve fully considered and assessed their work, students can:

• Complete a written reflection based on question(s) provided by the instructor (e.g., “Choose 2-3 areas where you made errors and provide a thoughtful explanation of how you would correct them”). 
• Revise the assignment (or part of the assignment) as part of the self-assessment process, explaining why they made the changes they’ve made. 
• Discuss the reflection with others. The reflection can be used as a point of departure for a pair discussion in class to further increase the learning value of the task, and it can be graded using binary grading to keep the grading load manageable.

Concluding Note: The Necessity of Transparency   

Regardless of the strategies you use to streamline grading and assessment, it is necessary to be transparent with students about your choice of grading methods. Provide a rationale for your practices that are centered on students’ learning and development. 

For example, when using binary grading, it can help to explain to students that you will use this style of grading for those assignments where students are building skills to encourage them to practice, and a more ranked form of grading (e.g., A-F) on major assignments that synthesize their learning in the course. This can reassure them that skills-building assignments have value in and of themselves, even without extensive feedback from the instructor. 

When students understand the expectations for their learning and the reasons behind instructors’ assessment choices, they are more likely to utilize feedback, anticipate challenges, and self-motivate their learning.

Downloadable Version

Resource developed by Erica Bender, Katie Healey, and Patricia Turner for the UC Davis Center for Educational Effectiveness  

• Implementing Global Human Resources

How Grades and Grade Rates Work with Jobs, Positions, Assignments, Compensation, and Payroll

You use grades and grade rates in the following components of Oracle Fusion HCM to ensure that workers are compensated according to the grade structure that you create.

Assignments

Compensation

How Grades Work with Jobs and Positions

You can define one or more grades that are applicable for each job and position. Using this list of valid grades, combined with the settings for two profile options you restrict the grades that can be selected when you set up assignments for a worker.

Note the following:

If you use positions, then the grades that you assign to jobs are the default grades for the positions that you associate with each job.

You can use the default grades for the position, remove ones that don't apply, or add new ones.

How Grades Work with Assignments

When you set up assignments, you can select the applicable grade for the job or position.

Two profile options determine the grades that are available for selection:

How Grades and Grade Rates Work with Compensation and Payroll

Depending on the configuration of the legal employer to which workers belong, their salary can be stored at the assignment level. The grade rate can be linked to the salary basis within the salary record, in which case their salaries are validated using the grade rates.

For example, assume an assignment record for a worker indicates they're in Grade A1 with the salary of USD 40000.00:

The grade rate range that's attached to Grade A1 is 30,000.00 USD to 50,000.00 USD. Therefore, the salary is within the grade rate range and no warnings are issued.

If their manager or a human resource (HR) specialist changes their salary to 55,000.00 USD, a warning is issued that the new salary is outside their salary range.

In addition, compa-ratios and salary range positions for workers are calculated using the minimum and maximum amounts that are defined in the grade rates for their grades.

Payroll elements reference grades in the eligibility criteria. For example, assume you want to process a bonus for all workers who are at grade level A2. To accomplish this, you would create an earnings element for the bonus and specify A2 for the grade in the eligibility criteria. The result of this setup, when combined with additional eligibility criteria that may be applied by the bonus plan, is that when payroll is processed, workers who are at grade level A2 and who meet the additional eligibility criteria would receive the bonus.

Related Topics

• How Many Salary Bases to Create

MLK Middle School

8th Grade Promotion Activities 2024

Haga clic aquí para español.

April 18, 2024

Dear Parents/Guardians of Our 8th Grade Students:

We are excited to announce the MLK Class of 2024 Promotion Activities!  Please see the next page for specific dates and activities. 

To be eligible to attend Promotion Activities, students must:

• Maintain Cobra Eligibility until graduation-(Not be on the Ineligibility list)
• Complete Spring Student Led Conference
• Return all library books (if applicable)
• Return Locks (if applicable)
• Sports uniform (if applicable)

Eligibility can be lost for the following reasons:

• 10 or more Tardies total (starting April 22, 2024) 
• 2 or more Behavior Referrals
• 1 Suspension
• Persistent bullying/harassment
• Persistent unsafe behavior (including "play fighting")
• At the discretion of administrator

*Students will receive notice if they are ineligible and will speak with the Student Support Department regarding actions to become eligible again.

Please view the next page for important dates and information.  Thank you, we look forward to celebrating your student’s accomplishments!

Tyson Fechter             Byron Gougoumis         Principal                    Assistant Principal                        [email protected]     g [email protected]       

Each student has 2 ceremony tickets. If you need extra tickets, please fill out the extra tickets request form here by May 22th, 2024. Extra Ticket Request Form is also available in the main office. Thank you!

8 th Grade Important Dates*

*Dates and deadlines are subject to change at the School’s discretion, 

but should remain similar to those listed below.

八年級畢業活動 2024

親愛的八年級家長 / 監護人 / 學生，

我們很高興地宣布 2024 年 MLK 畢業班的活動！ 請參閱下頁的具體日期和活動。

學生必須滿足以下的條件才合資格參與畢業活動:

• 保持   Cobra  資格直至畢業 - （不在不合格名單上）
• 必須完成春季的學生領導家長會議。
• 歸還所有教科書和 / 或圖書館書（如適用）
• 歸還學校儲物柜的密碼鎖 （如適用）
• 歸還運動隊隊服（如適用）

學生參加畢業典禮的資格有可能被取消，亦可以被恢復。如果：

• 從 4 月 22 日起，多于 10 次或以上的遲到
• 兩個或以上的行爲操守轉介
•   一個學校停課處分
• 持續做出一些不安全的行爲（包括：玩架）

 * 如學生未達到參加畢業活動的資格，學生將會收到學校輔導員發出的通知。學生要與學生支援服務部討論有關如何再次恢復資格的措施。

請參閲下一頁關於一些８年級學生的重要的日子和資訊。謝謝，我們期待與您一起慶祝你的孩子學業上完成的又一個成就！

      敬禮

Tyson Fechter  先生                Byron Gougoumis  先生 校長                                     副校長 [email protected]             [email protected]

每位學生將有 2 張畢業典禮的入場票。 如果您需要額外門票，請在 2024 年 5 月 22 日之前填寫此處的額外門票申請表。 學校縂辦公室獲也可以取額外入場票申請表。多謝合作！

  * 日期和截止日期可能隨學校的決定而更改，但會盡量維持與下面列出的日期相近。

Actividades de Promoción de 8vo Grado 2024

18 de abril de 2024

Estimados Padres de Familia/Tutores Legales de nuestros estudiantes de 8º grado: 

¡Nos complace anunciar las actividades del Acto de Promoción de la Clase de MLK del Año 2024! Consulte la página siguiente página para fechas y actividades específicas e importantes.

Para ser elegible para poder asistir a las Actividades de Promoción, los estudiantes deben de haber:

• Mantener la elegibilidad para Cobra hasta la graduación (no estar en la lista de no elegibles)
• Completado dos conferencias dirigidas por estudiantes
• Devolver todos los libros de la biblioteca.
• Retornar cerraduras,candados y armarios
• Uniforme deportivo, si se aplica

La elegibilidad se puede perder, pero podrá ser restaurada, por las siguientes razones: 

• 10 o más tardanzas en total (desde la fecha del 22 de abril)
• 2 o más referencias de comportamiento
• 1 suspensión
• Intimidación/acoso persistente
• Comportamiento inseguro persistente (incluido "jugar a pelear")
• A discreción de un consejero o administrador

*Los estudiantes recibirán un aviso si no son elegibles y hablarán con el Departamento de Apoyo Estudiantil sobre las acciones que deberán ser tomadas para volver a ser elegibles.

Favor de ver la siguiente página para información y fechas importantes. ¡Gracias, esperamos celebrar los logros de su hijo/hija!

Sinceramente,

Tyson Fechter                          Byron Gougoumis    Director                                  Subdirector          [email protected]                [email protected]

Cada alumno tiene 2 entradas a la ceremonia de graduación. Si necesita boletos adicionales, complete el formulario de solicitud de boletos adicionales aquí antes del 22 de mayo de 2024. El formulario de solicitud de boletos adicionales está disponible en la oficina principal. ¡Gracias!

Fechas importantes de Actividades de 8vo grado*

* Fechas y los días de plazos están sujetos a cambios a discreción de la Escuela,

pero debe permanecer similar a los que se enumeran a continuación.

This page was last updated on April 19, 2024