Grading With Grace

A child's drawing of a peace sign hand with the words 'peace' written around it, and a note of thanks from Elysha.

Grading With Grace is not a softening of expectations. It is a strengthening of relationships. In classrooms where numbers often eclipse narratives, Grading With Grace restores dignity, growth, and the human story behind every student’s performance. It is a conscious commitment to equity—not just in access, but in how we honor effort, learning, and transformation.

Research and Rationale

A smiling man in glasses and a suit writes on a whiteboard titled 'Spilled Away by Mizutaki' in red marker, with a diagram divided into 'Middle' and other sections. Several drawings and papers are pinned on the wall behind him.

Joe Feldman’s Grading for Equity (2018) dismantles the traditional assumptions embedded in grading practices and lays out a compelling, research-based case for reform:

Traditional grading often reflects students’ environments more than their understanding, punishing those facing poverty, trauma, or inconsistent access to support.

Practices like zeros for missing work, penalties for late assignments, or grading behavior instead of mastery exacerbate inequality.

Equitable grading emphasizes accuracy, bias-resistance, and motivation—creating assessments that truly measure learning and support ongoing growth.

Grading With Grace embraces this framework and extends it with heart. We ask: How can our grades reflect not just what a student did, but who they’re becoming?

How It Works

  • Flexible Deadlines: Students are given grace periods and revision opportunities, understanding that life circumstances affect timelines without diminishing potential.

  • Mastery Over Compliance: Grades prioritize what students understand, not how quickly they complete tasks. This builds intrinsic motivation and academic resilience.

  • Narrative Feedback: Instead of only numbers, students receive formative comments that build identity, voice, and direction.

  • No Zeros: Missing work is tracked and followed up with personal connection, not penalization. The goal is always re-engagement, not punishment.

Educational Philosophy

Grace is not the absence of rigor—it is rigor rooted in compassion. When we grade with grace, we don’t lower standards; we raise humanity. Feldman reminds us that “inequitable grading undermines motivation and distorts performance.”

Grading With Grace repairs that fracture, replacing distortion with clarity and disconnection with care.

CALL TO ACTION

CALL TO ACTION

A man in a suit and glasses standing in a classroom, pointing with his right hand as students work at tables in the background.

Grading With Grace is an invitation to rebuild your classroom as a sanctuary of trust and justice. It ensures that students feel seen for more than a score. It’s more than a policy shift—it’s a pedagogical posture. If you’re ready to explore how grace can be the foundation of growth, let’s start the conversation.