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Purpose of Grading

Below is Carbon County School District No. 2’s stated purpose of grading and how grading is approached in the district. Please refer to the supporting research cited for more information regarding the effective practices of measuring student proficiency and learning-centered grading.

Purpose of Grading:
Carbon County School District #2 believes that the purpose of grading is to provide parents, students, and teachers a snapshot of a student’s current level of proficiency with a particular standard or associated skill/knowledge.  By instructing students to master the skills and knowledge of the Wyoming Content and Performance Standards, CCSD2 believes that students are better prepared for future grade levels, courses, and career or educational paths beyond graduation.

Grading Approach:
Carbon County School District #2 will use the following grading approaches to ensure that students are graded as fairly and accurately as possible:

  • Academic grades are aligned to the Wyoming Content and Performance Standards, and are not influenced by non-academic factors.
  • Academic grades are a measurement of a student’s level of proficiency using identified priority standards that are critical for future success.
  • Specific district and common assessments aligned to these priority standards are used to measure student proficiency.  Measurement and tracking of student proficiency with priority standards includes the use of proficiency scales and rubrics.
  • Standards-based grades are reported for grades K-2.
  • Letter grades are reported for grades 3-12, and are determined through the measurement of student performance by use of proficiency scales and rubrics.
  • Students receive a separate grades for academic scores vs. behavioral/life skills scores (when applicable).

Supporting Research for Grading by Measuring Student Proficiency:

  • Campbell, C. (2012). Learning-centered grading practices. Leadership, 41(5), 30-33.doi:10.1007/s10755-012-9216-1
  • Dueck, M. (2014). Grading smarter, not harder: Assessment strategies that motivate kids and help them learn. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Guskey, T. R. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675. doi:10.1007/s11092-014-9191-4
  • Marzano, R. J. (2017). New Art and Science of Teaching: More than fifty new instructional strategies for academic success. S.l.: SOLUTION TREE.Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.
  • O'Connor, K. (2010). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Pearson Assessment Training Institute.
  • Wormeli, R. (2011). Redos and retakes done right. Educational Leadership, 69(3), 22-26. Retrieved from

Director of Curriculum
Noel Manning, M.A.Ed.

Contact information: