It is imperative that teachers work within a grading framework of a particular school. Recognizing this, the below describe my most general principals on grading, that can be adapted to meet the philosophy of a particular school system. In constructing units of study, I begin by outlining what I want my students to know, understand, and be able to do at the conclusion of the activity, the lesson, the unit, and the year. Assessment is based upon these objectives. Students should never be suprised at the material covered on a test.
Good teaching is a prerequisite for reduced test taking apprehension.
Good assessment, like good instruction, should come in varying forms in an attempt to tap the diversity of learnings and thinkers in the classroom. A review of the material prior to the test will also help in easing classroom anxiety. I will do my best to design tests with clear directions and a good layout, thereby minimizing the number of times students interrupt the class to ask questions. In such cases, a rubric will be provided to students in advance of the assessment date. They provide students with more particularistic and detailed feedback regarding the quality of their essay answers.