Students’ Perceptions of Different Grading Systems in Higher Education

Abstract

Understanding students’ perspectives of grading policies and practices in higher education is necessary for creating equitable learning experiences that support a variety of learners. Through a researcher-made survey, students (n = 56) reported how their course instructors’ grading policies related to perceptions of student agency, emotional health, and content learning. Instructors of those courses utilized one of three approaches: traditional (e.g., points and letter grade systems), alternative (e.g., ungrading, removal of points and letters), or blended (i.e., a combination of traditional and alternative grading approaches). We analyzed students’ responses using a Universal Design for Instruction framework. Students perceived there to be benefits and challenges to all approaches, further demonstrating that designing a grading system is complex and a necessary consideration during course planning and preparation for increased student equity and agency.