What do you think?
Rate this book
Grading for Growth
Are you satisfied with your current and traditional grading system? Does it accurately reflect your students’ learning and progress? Can it be gamed? Does it lead to grade-grubbing and friction with your students?The authors of this book – two professors of mathematics with input from colleagues across disciplines and institutions – offer readers a fundamentally more effective and authentic approach to grading that they have implemented for over a decade. Recognizing that traditional grading penalizes students in the learning process by depriving them of the formative feedback that is fundamental to improvement, the authors offer alternative strategies that encourage revision and growth.Alternative grading is concerned with students’ eventual level of understanding. This leads to big Students take time to review past failures and learn from them. Conversations shift from “why did I lose a point for this” to productive discussions of content and process.Alternative grading can be used successfully at any level, in any situation, and any discipline, in classes that range from seminars to large multi-section lectures.This book offers a comprehensive introduction to alternative grading, beginning with a framework and rationale for implementation and evidence of its effectiveness. The heart of the book includes detailed examples – including variations on Standards-Based Grading, Specifications Grading, and ungrading -- of how alternative grading practices are used in all kinds of classroom environments, disciplines and institutions with a focus on first-hand accounts by faculty who share their practices and experience. The book includes a workbook chapter that takes readers through a step-by-step process for building a prototype of their own alternatively graded class and ends with concrete, practical, time-tested advice for new practitioners.The underlying principles of alternative grading involve·Evaluating student work using clearly defined and context-appropriate content standards.·Giving students helpful, actionable feedback.·Summarizing the feedback with marks that indicate progress rather than arbitrary numbers.·Allowing students to revise without penalty, using the feedback they receive, until the standards are met or exceeded.This book is intended for faculty interested in exploring alternative forms of learning assessment as well as those currently using alternative grading systems who are looking for ideas and options to refine practice.
262 pages, Hardcover
Published July 3, 2023
33 people are currently reading
198 people want to read
About the author
David Clark
423 books125 followersDavid Clark is an author of multiple self-published horror novels and anthologies (amazon genre top 100) and can be found in 3 published horror anthologies. His writing focuses on the suspense, horror and sci-fi genres with a writing style takes a story based on reality, develops characters the reader can connect with and pull for, and then sending the reader on a roller-coaster journey the best fortune teller cannot predict. He feels his job is done if the reader either gasps, makes a verbal reaction out loud, throws the book across the room, or hopefully all three.
Member of the Horror Writers Association
https://www.facebook.com/DavidClarkHo...
Member of the Horror Writers Association
https://www.facebook.com/DavidClarkHo...
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 12 of 12 reviews
May 29, 2024
A very well-written, thorough, and practical guide to using standards-based grading and specifications grading in college courses. The book is primarily concerned with addressing the fact that traditional grading systems don't accurately assess learning, and I think the proposed alternatives would address these issues effectively. The book is heavily focused on STEM contexts, although there are examples of humanities courses. There is occasional mention of more radical practices like ungrading, but in general this book seems to be aimed at improving but ultimately maintaining the status quo in higher ed. There isn't really any consideration of larger issues like whether the whole idea of grading learning is actually meaningful, helpful, or ethical; or whether the teacher ought to be the source of knowledge and arbiter of quality and value. I think this is a good book for improving education without radically changing it. This is certainly a good start, but I wonder if it's enough.
February 7, 2026
This book opens with an excellent argument for why traditional grading systems used at most universities suck, and then spends the rest of its pages explaining the what and why and how of alternative grading methods, specifically standards-based grading and specification grading. The whole picture is centered around the "four pillars of alternative grading", which are (1) clearly defined standards, (2) helpful feedback, (3) marks indicate progress towards meeting a standard, and (4) reassessment without penalty (but not without limitations).
You probably won't get much out of this book if you don't teach in higher education, but if you do (and you're using traditional grading) then there is a lot here to learn. I really appreciated how it uses lots (and I mean *lots*) of real-world examples of many different courses that use alternative grading across a variety of disciplines and contexts. I particularly appreciated the chapter on large courses, though I kind of disagree that 100 students really counts as large (I teach a course for 250 students and it's one of the smaller courses in the program). The authors are not afraid of really going into the nitty-gritty details of how to apply these ideas, which is best exemplified by the very concrete workbook for alternative grading in chapter 12. While it can easily be skipped if you're just interested in the general ideas, I do like its inclusion for those who need that extra push to bring it into practice. The frequent reminders to keep things as simple as possible and not strive for perfection were also very welcome.
Despite my love for the ideas in this book and all the inspirational examples in it, it does have a few flaws:
1. It is primarily focused on two rather similar grading techniques (standards-based and specification grading) but onlu touches on ungrading in a few places and leaves out others like mastery grading completely.
2. Despite the inclusion of examples from all over the world, most of the book is still very US-centric, which is especially visible in its focus on using letter grades, but also other things like the assumption that universities use semesters rather than trimesters or quarters or the idea that you can change a class syllabus while it is already running (here it is viewed as close to a legal contract that should be fixed well before the start of the academic year).
3. As I mentioned before, despite the chapter on teaching large classes I feel like a lot of the practical detailed advice in the book does not really apply to this setting (or at least it is not obvious to me how to apply it). Just as an example, with 250 students it is simply impossible to give everyone a chance to do a reassessment during office hours.
4. The book completely fails to discuss the use of LLMs by students which is somewhat understandable since it was published in 2023, but has quickly become perhaps the biggest challenge for any approach to grading. Hopefully a new edition or follow-up book could address this challenge.
Despite these shortcomings, I consider this book (and especially the first four chapters) essential reading if you're doing any kind of teaching in higher education.
You probably won't get much out of this book if you don't teach in higher education, but if you do (and you're using traditional grading) then there is a lot here to learn. I really appreciated how it uses lots (and I mean *lots*) of real-world examples of many different courses that use alternative grading across a variety of disciplines and contexts. I particularly appreciated the chapter on large courses, though I kind of disagree that 100 students really counts as large (I teach a course for 250 students and it's one of the smaller courses in the program). The authors are not afraid of really going into the nitty-gritty details of how to apply these ideas, which is best exemplified by the very concrete workbook for alternative grading in chapter 12. While it can easily be skipped if you're just interested in the general ideas, I do like its inclusion for those who need that extra push to bring it into practice. The frequent reminders to keep things as simple as possible and not strive for perfection were also very welcome.
Despite my love for the ideas in this book and all the inspirational examples in it, it does have a few flaws:
1. It is primarily focused on two rather similar grading techniques (standards-based and specification grading) but onlu touches on ungrading in a few places and leaves out others like mastery grading completely.
2. Despite the inclusion of examples from all over the world, most of the book is still very US-centric, which is especially visible in its focus on using letter grades, but also other things like the assumption that universities use semesters rather than trimesters or quarters or the idea that you can change a class syllabus while it is already running (here it is viewed as close to a legal contract that should be fixed well before the start of the academic year).
3. As I mentioned before, despite the chapter on teaching large classes I feel like a lot of the practical detailed advice in the book does not really apply to this setting (or at least it is not obvious to me how to apply it). Just as an example, with 250 students it is simply impossible to give everyone a chance to do a reassessment during office hours.
4. The book completely fails to discuss the use of LLMs by students which is somewhat understandable since it was published in 2023, but has quickly become perhaps the biggest challenge for any approach to grading. Hopefully a new edition or follow-up book could address this challenge.
Despite these shortcomings, I consider this book (and especially the first four chapters) essential reading if you're doing any kind of teaching in higher education.
Read
January 10, 2026I gave this one a quick read through, some with a background of cartoon noises. The main focus is higher Ed, but presents many case study examples of alternatives to grading, offering a wide expanse of specs grading, equitable grading and ungrading.
The workbook chapter is a useful step by step process to dig in to reforming a course grading and assessment system. This will be very useful to me as I prepare my presentation for an upcoming webinar. And I've picked up some more sources to look into for my dissertation lit review.
The workbook chapter is a useful step by step process to dig in to reforming a course grading and assessment system. This will be very useful to me as I prepare my presentation for an upcoming webinar. And I've picked up some more sources to look into for my dissertation lit review.
April 30, 2024
This was a really interesting book about alternatives to traditional point based grading! I listened to a podcast interview with the authors and enjoyed it, so I figured I'd check it out. The book was a short and clear message about how to shift to more standards based or checkpoint based grading in a variety of higher ed contexts. I really appreciated this book and it will definitely inform my teaching going forward!
January 11, 2025
David Clark and Robert Talbert's Grading for Growth is a truly useful book for anyone designing a course, full stop. Even those who may wish to stick to traditional grading structures (or have to, due to mandates), can benefit from thinking about the four pillars (as defined by the authors) of alternative grading: 1) clearly defined standards, 2) helpful feedback, 3) marks indicate progress, 4) reassessment without penalty. The challenge comes in fighting the pre-conceived notions of what letter grades stand for and their import.
The book offers some background on alternative grading: SBG (standards-based grading), specifications (specs) grading, and ungrading, although SBG gets pride of place in the authors' own assessment strategies. Because of this, sometimes it can be a bit blurry when they are talking "standards" as a pillar, or SBG as a specific system--especially later in the book. Chapter 5 does address standards-based grading quite specifically, and chapter 6 is devoted to specs grading, so the frameworks are fairly clear, but those new to these systems might benefit from additional reading, such as Linda B. Nilson's Specifications Grading.
The most significant part of the book (for me) was the Chapter 11 Workbook. I'm reminded of a wonderful professor I had for Macroeconomics in college. I was on the verge of failing her class--a first for me, and I came to her office in tears, one or two days before the final exam. She wrote out a schedule for my next 24 hours, specified exactly which carrel in the library I was going to sit in, when I would be taking breaks, eating, and sleeping. That list held my hand through studying for this final exam I thought I would surely fail. I didn't fail, and I passed the class with a very low grade, but I passed. What does this have to do with Chapter 11?
Well, it is truly a step-by-step guide to course design. It says it is a workbook for alternative grading, and certainly that is the focus, but the process the authors lead us through is a beautiful example of backward design. Now many teachers I know (myself included) always think that our learning outcomes are tied to our assignments, but I fully admit that my intentionality in making sure that's the case hasn't always been optimal. Administrative mandates about "phrasing" rather than helping faculty make the connections between outcomes and assessments haven't always helped either. About two years ago, I started numbering my course's learning outcomes and placing that number next to the various assignments. This was just something that made sense to me as I started to feel like LOs were becoming frivolous rhetoric--at least for the students. I didn't know that I was starting the process that undergirds alternative grading. Each of the 9 steps is clearly explained, with a time estimate for each step, as well as a continuous case study featuring "Professor Alice" and her "First Year Seminar" course that you review before working with your own course. Again, some of what's included might seem like basic common sense, but I suspect many instructors skip some steps here and there, and I know that I've certainly come up with coping strategies when I've not thought something through as well as I might. Steps 1-8 are doable in an entire day (and that's suggested), but I found it more effective (given my cognitive load preferences) to spread it out over several days, which allowed me to be fresh. The authors stress that one shouldn't spend TOO much time because essentially everything is fundamentally a draft. Most helpful to me were Step 3: Make A Prototype of the Marking Methods and What the A and C (D in my case) represent and Step 5: Build one Assessment and rehearse the Feedback Loop. Given my time constraints and the way I tend to think, I did sort of mush steps 6-8 together a bit, but perhaps those more disciplined can compartmentalize better. Whether one is designing a brand new course (which I think added to my inability to isolate those latter steps) or redesigning an existing one, this chapter is invaluable.
Chapter 12, "How to Do it," is also very useful, taking us out of the grade book and into reality, and reminding us of the big picture, e.g. building trust and promoting buy-in. The book can be used somewhat piecemeal, I suppose, although I think there is much to be gained by reading the chapters on large classes and lab classes, even if those scenarios are not directly applicable to one's own courses.
The authors, who have an absolutely terrific Substack of the same name (Grading for Growth), are humble and intentional. There is no smug grandstanding, or hyperbolic claims. Well-balanced in theory and practical advice, the book is one of the best I've read about teaching (in general). It models the collegiality that should be encouraging instructors to invest intentionally in their course assessment. While the authors don't specifically address UDL (Universal Design for Learning), the four pillars certainly intersect with the concept of building "expert learners" (old UDL guidelines), and "learner agency" (UDL 3.0 guidelines). Iterative work and feedback loops are at the heart of it all, and the spirit of the book is in keeping with the "plus-one" approach in Tobin/Behling's Reach Everyone, Teach Everyone (West Virginia University Press, 2018). If you are a teacher who has been feeling a bit "meh" about your courses, read this book. You'll find something to take with you. And do you yourself a favor, start reading it a month prior to your course (or at least get to Chapter 11). Learn from my mistakes.
The book offers some background on alternative grading: SBG (standards-based grading), specifications (specs) grading, and ungrading, although SBG gets pride of place in the authors' own assessment strategies. Because of this, sometimes it can be a bit blurry when they are talking "standards" as a pillar, or SBG as a specific system--especially later in the book. Chapter 5 does address standards-based grading quite specifically, and chapter 6 is devoted to specs grading, so the frameworks are fairly clear, but those new to these systems might benefit from additional reading, such as Linda B. Nilson's Specifications Grading.
The most significant part of the book (for me) was the Chapter 11 Workbook. I'm reminded of a wonderful professor I had for Macroeconomics in college. I was on the verge of failing her class--a first for me, and I came to her office in tears, one or two days before the final exam. She wrote out a schedule for my next 24 hours, specified exactly which carrel in the library I was going to sit in, when I would be taking breaks, eating, and sleeping. That list held my hand through studying for this final exam I thought I would surely fail. I didn't fail, and I passed the class with a very low grade, but I passed. What does this have to do with Chapter 11?
Well, it is truly a step-by-step guide to course design. It says it is a workbook for alternative grading, and certainly that is the focus, but the process the authors lead us through is a beautiful example of backward design. Now many teachers I know (myself included) always think that our learning outcomes are tied to our assignments, but I fully admit that my intentionality in making sure that's the case hasn't always been optimal. Administrative mandates about "phrasing" rather than helping faculty make the connections between outcomes and assessments haven't always helped either. About two years ago, I started numbering my course's learning outcomes and placing that number next to the various assignments. This was just something that made sense to me as I started to feel like LOs were becoming frivolous rhetoric--at least for the students. I didn't know that I was starting the process that undergirds alternative grading. Each of the 9 steps is clearly explained, with a time estimate for each step, as well as a continuous case study featuring "Professor Alice" and her "First Year Seminar" course that you review before working with your own course. Again, some of what's included might seem like basic common sense, but I suspect many instructors skip some steps here and there, and I know that I've certainly come up with coping strategies when I've not thought something through as well as I might. Steps 1-8 are doable in an entire day (and that's suggested), but I found it more effective (given my cognitive load preferences) to spread it out over several days, which allowed me to be fresh. The authors stress that one shouldn't spend TOO much time because essentially everything is fundamentally a draft. Most helpful to me were Step 3: Make A Prototype of the Marking Methods and What the A and C (D in my case) represent and Step 5: Build one Assessment and rehearse the Feedback Loop. Given my time constraints and the way I tend to think, I did sort of mush steps 6-8 together a bit, but perhaps those more disciplined can compartmentalize better. Whether one is designing a brand new course (which I think added to my inability to isolate those latter steps) or redesigning an existing one, this chapter is invaluable.
Chapter 12, "How to Do it," is also very useful, taking us out of the grade book and into reality, and reminding us of the big picture, e.g. building trust and promoting buy-in. The book can be used somewhat piecemeal, I suppose, although I think there is much to be gained by reading the chapters on large classes and lab classes, even if those scenarios are not directly applicable to one's own courses.
The authors, who have an absolutely terrific Substack of the same name (Grading for Growth), are humble and intentional. There is no smug grandstanding, or hyperbolic claims. Well-balanced in theory and practical advice, the book is one of the best I've read about teaching (in general). It models the collegiality that should be encouraging instructors to invest intentionally in their course assessment. While the authors don't specifically address UDL (Universal Design for Learning), the four pillars certainly intersect with the concept of building "expert learners" (old UDL guidelines), and "learner agency" (UDL 3.0 guidelines). Iterative work and feedback loops are at the heart of it all, and the spirit of the book is in keeping with the "plus-one" approach in Tobin/Behling's Reach Everyone, Teach Everyone (West Virginia University Press, 2018). If you are a teacher who has been feeling a bit "meh" about your courses, read this book. You'll find something to take with you. And do you yourself a favor, start reading it a month prior to your course (or at least get to Chapter 11). Learn from my mistakes.
October 6, 2023
An excellent pedagogy book. I was already doing a lot of this stuff, but mostly on instinct, so I'm really glad to read research about it!
May 9, 2024
If you have been reading Clark's and Talbert's substack Grading for Growth, this book will not bring any surprises - except for maybe having all the key ideas together in one compact place. If this is your first encounter, please know that you will get some theory but most importantly a careful plan that you can work with to revise your grading ideas towards more feedback, more structure, and more clarity for you and your students.
September 16, 2025
Almost every teacher I know hates grading more than anything else about their job. This book is full of ideas about how to change that. This semester I’m trying a mixture of specifications and contract grading that I hope will take the stress out of my relationships with students. Between that and TBL, I’m having more engagement than I ever have before. Yay!
August 12, 2025
Great resource for converting a course to alternative grading. Explores the research supporting such a change, describes several examples and case studies, and provides a workbook to help you do it, with common issues and an FAQ.
January 4, 2024
The case studies and workbook are especially helpful. I'm looking forward to working on my classes to use alternative grading practices.
February 13, 2024
Good primer on alternative grading. 100% higher-Ed focused. It covers mostly standards-based grading and specifications grading, as well as hybrids of the 2.
June 30, 2025
Awesome for math/science teachers, read it!
Displaying 1 - 12 of 12 reviews