Improving gradingstarts here.

“Our work with GradingRx was instrumental in launching full faculty discussions around grading and assessment. As a result of those strategic discussions, we were able to articulate internally the standards of performance on our existing grading scale so that the expectations are transparent for both our faculty and our students. Additionally, our faculty are reimagining how assessment acts as a marker of learning progress because we have placed the question “What evidence of achievement best supports our learning goals?” is now an integral part of guiding our lesson planning discussions.”

– Amanda Lucas, Dean of Instructional & Professional Growth, Blair Academy

“GradingRx provided our school district with an evidence-based approach to evaluating our assessment and grading practices. They lead our district in the examination of our current practices by administering a survey to all stakeholders in our community. The survey data guided us to define our purpose and goals regarding assessment and grading.  The triangulation of survey analysis, expert advice, and professional development was outstanding for administrators and teachers, and it helped us to improve our systems and routines to better support student achievement and growth.”

– Maureen Leeson, Supervisor of Science, Technology, Engineering, & Mathematics, Bethlehem Area School District

“The Grading Rx process was instrumental in shifting the mindset from entrenched grading tradition to research-based, authentic assessment. The Grading Purpose Statement (GPS) has served as a compass on our journey to provide families with a more accurate snapshot of their child’s attainment of the learning standards. While we have more guideposts to reach, the end goal is sharp in focus.”

– Dr. Steve Gregor, Director of Secondary Education, Washington Township Public

“Our partnership with GradingRx was a critical part of our grading work exploring best practices, research, and perceptions. First called upon to support the development of a parent and teacher survey, GradingRx quickly adapted to support our needs during the COVID-19 pandemic school closure. We know that the data we collect with GradingRx will facilitate more informed discussions about grading and assessment, and in that way, will support our work to improve how we report student’s knowledge, skills, and behaviors. Ultimately, our partnership with GradingRx will improve student achievement.”

– Dr. Stephen O’Toole, Assistant Superintendent, Great Valley School District

“As we strive to clearly and effectively communicate student learning and progress with parents and students themselves, the review of our survey data has provided us a valuable opportunity to engage our stakeholders in district-wide conversations about assessment and grading practices and the redesign of our elementary report card.”

– Dr. Lynn Simmers, Assistant Superintendent, Southwest Allen County Schools.

“My grade data more accurately reflects my students’ work and has given parents confidence in their child’s ability to achieve success regardless of strengths and weaknesses in the area of study.”

– Beldina Colbert, Mathematics Teacher, Carroll High School.

“Our GradingRx survey data has helped us see the varying perspectives and levels of understanding of all of our stakeholder groups. Although many of our data points mirror each other across parent, teacher, building leader and district leader responses, there are enough outliers and differences that the information has proven to be very valuable as we work to improve grading as a means to communicate.”

– Dr. Park Ginder, Principal, Homestead High School

“Our GradingRx stakeholder data helped us realize that our grading practices vary widely across classrooms and knowing this made it easier to navigate changes. One significant change we made was dissolving traditionally-calculated class rank and using our own stakeholder data helped ease understanding and decision-making. Now, we determine overall academic success by using evidence from multiple factors, no longer solely relying on students’ G.P.A.”

– Tammy Mason, Superintendent, Arlington Community Schools