A special thank you to the 42 instructors who responded to our PDC grading survey, about an 85% response rate! The full results are linked below, but here are the most important takeaways: 

The Writing Program faculty is fairly evenly divided between the three categories of grading policies: traditional points/percentages, portfolio/holistic, and contract grading. The traditional approach is the most utilized at about 43%. Portfolio/holistic grading is being utilized by 31% of instructors. Contract grading, a policy that many of us have only become aware of recently, is being utilized by about 26% of instructors.

• About half of faculty who responded added notes on how they are combining policies. It appears to be common practice to adapt a combination of approaches to fit individual courses.
• Low-stakes credit/no credit assignments appear to be an important part of most grading policies.
• Many instructors utilize formative assessments to encourage revision.

About half of the faculty are satisfied with their grading policies while the other half might consider making significant changes. 

• Of the 45% who are considering making significant changes, about 70% specifically mentioned contract grading as an alternative they would like to learn more about. 
• There was little mention of a shift toward traditional grading or portfolio grading. 
• The PDC plans on following up on this trend by providing a workshop (details TBD) for instructors who would like to incorporate some aspects of contract grading into their pedagogies and policies.

Detailed Survey Results

TRADITIONAL POINTS/PERCENTAGES: Students receive grades on various assignments, especially final drafts. The assignments might be assigned to different categories with weighted percentages, or each assignment might receive a certain number of points. Students would usually have access to their current grade through Canvas or some other online program.

PORTFOLIO/HOLISTIC GRADING: Students are graded on their cumulative work at the end of the quarter. Individual assignments do not receive final grades, although students may receive feedback on whether they need revision. Students do not have online access to their current grade, although they may receive updates on areas of concern.

CONTRACT GRADING: Students receive a final grade of A or B if they have successfully completed the work specified in some form of contract. Grades are assigned based on some combination of labor and quality specified in the contract Students usually receive updates throughout the quarter on their completion of their contractual obligations.

If you use a combination of the policies above, briefly describe how you combine them.

• I combine traditional points with a holistic grading approach.
• I use points and percentages mostly because this is what students are used to. I have categories such as homework, essay #1, #2, various scaffolding assignments, etc. I give myself flexibility in two senses: the points aren’t weighted, they can be calculated at the end of the term so I can add and subtract assignments from a given category. And, more importantly, on my syllabus I clearly state that “I reserve the right to account for extenuating circumstances only to raise, not lower, students’ grades.” In practice I have a lot of flexibility while communicating the quality of students’ work quantitatively.
• I use a contract that specifies what is required to earn a passing grade and do holistic grading by giving rubrics that provide specific feedback.
• I grade holistically with portfolios, but there’s a portfolio for each unit of the course, and students receive percentage grades for each. I found that this carried forward some of the elements of the old grading policy that I most appreciated, but also gives students more clarity into the grading process.
• I use labor-based contract grading that offers several “Above the B” pathways. I use the “complete/incomplete” grading system in Canvas to issue scores on individual assignments, and I offer “work token” opportunities (students can do one-offs to excuse a late assignment). For example, students can get additional peer feedback (or give it) to earn a work token. Or they can read and respond to one of the supplementary readings for the week.
• I use contract grading in W2 and holistic grading in W1.
• I use holistic but without the mystery implied above.
• I use Google Classroom, which asks for points/percentages for each assignment. Students can follow their progress through the quarter by doing the math. I also let them know that their final grade is holistic and that all parts of the class, from assignments to participation in class and in groups to timelines and so on are factored in at the end of the quarter. I also ask them for a self-evaluation letter at the end of the quarter which allows them to assess their own progress and success and contribute to the final grading process.
• I switch between traditional points and holistic grading
• I’m in the process of shifting towards contract grading
• I assign points/percentages for everything, but homework assignments are pretty much credit/no credit (i.e., if a student completes it and puts in moderate effort, they receive full credit).
• I also have a participant contract in which students give themselves a grade based on their contract defining what participation means to them
• Points/percentages on major assignments but with a lot of lower stakes ungraded assignments
• I used to use a holistic model but have started using a more traditional model as I have shifted fully into using Canvas during Covid–I started to use the gradebook and the grading philosophy it embodies.
• A significant amount of the work in my class is graded on a complete/incomplete basis in order to emphasize and honor the work that goes into multiple stages of student writing processes. Many assignments are also graded using the traditional percentage scale.
• I’m using contract grading, though I don’t assign grades or points to formal writing assignments. I do provide detailed feedback as to where each assignment stands along with feedback that is useful for the revision process. Students submit a portfolio at the close of the quarter (contains early drafts with comments and later/revised drafts) that plays a large role in determining their final grade. As part of the portfolio, they need to show that they are revising at least 40% of each major writing assignment to earn at least a B.
• Combination of traditional/contract, mainly labor based grading but they do get individual points, only nominal points deducted for assignments that are quantitatively judged, otherwise full labor = full credit.
• None of the above. I’m teaching online so almost all assignments are scored complete/incomplete and only the 3 final writing projects receive a letter grade (with the ability to revise and resubmit).
• I do a bit of a combination of weighted point grading that also uses a portfolio at the end of the quarter.
• I have shifted around a lot between traditional points and holistic grading.

If you are considering changing your grading policy, what alternatives would you like to learn more about?

• Contract grading
• Adapting contract grading
• Contract grading.
• Decreasing complexity by providing more student menus (in lieu of more customized conferences or other discussions)
• I’ve used qualitative feedback with narrative evaluations and letter grades, holistic and portfolio grading, rubrics (which I still use), and various iterations of points and percentages. I’m open to different systems but concerned about devoting much time to this. As it stands now I spend very little time discussing grading with my students as a class.
• I’m satisfied but always interested in new perspectives.
• I want to learn how to do contract grading.
• I’d like to see other people’s contracts.
• Contract Grading…
• Contract Grading
• I’m working to get better and better at contract grading.
• I’m not sure. Weighted percentages? Contract grading that’s fairly simple?
• I am interested in contract grading.
• I have thought about contract grading, but it seems like a lot of work
• I would love to try contract grading.
• contract grading
• Overall I’m satisfied with my grading strategy but grading writing is difficult and in many ways problematic so I have my doubts. I’m very open to learning about different approaches, especially contract grading.
• Contract and holistic grading…I would like to just keep learning and tweaking.
• I’m actually quite satisfied with my grading policy while still being open to experiment with new methods.
• Contract grading—this is my New Year’s resolution!