As educators, we understand that grading isn’t just about assigning a letter or number at the end of the term. Grades convey messages about what matters, signal expectations, and shape how students view their own abilities and investment in learning. A well-designed grading plan evaluates and increases self-efficacy, motivation, engagement, and a sense of fairness and clarity.

Research consistently links clear expectations, structured feedback, and reflection to improved learning behaviors and positive psychological outcomes. For example, rubric use has been shown to improve self-regulated learning and academic confidence, especially when tied to both self- and peer-assessments.¹ With that evidence in mind, here are seven steps instructors can follow to set up a grading plan that reflects completion, quality, and effort.

1. Start with Clear Goals and Expectations

Before you decide how many points to assign to each task, consider the purpose of your course and what grades should mean in the course. A grading plan is most effective when it aligns directly with learning outcomes. Students are more motivated and feel grades are fairer when they understand what the targets are.

One study found that students’ self-efficacy and commitment affect how grading practices relate to academic success: students who feel capable of a learning outcome tend to commit to the learning process and perform better when they understand expectations and see relevance in the grading assessment.²

Clarifications to Include in the Grading Plan

• List key concepts or competencies students should demonstrate.
• Explain how each assignment links to the outcomes in your syllabus.
• Include brief explanations of what quality work looks like.

Clarity reduces ambiguity and gives students a map for success.

Setting Up a Space to Struggle

Struggling is part of the learning process, but when students worry that their struggle will contribute to a poor grade, they can fail to engage or to even start the learning process. To encourage students to engage in a personal learning process, instructors must proactively address student misconceptions about the “struggle” of the learning process. Because students often mistake misunderstanding and failure for a lack of progress, early interventions—such as clear explanations of methods, early assessments, and opportunities for revision or pivoting—are essential for building buy-in and self-regulation. By maintaining consistent communication and asking students for frequent feedback throughout the term, educators can help students embrace the productive struggle required for deeper, long-term mastery.³

2. Balance Summative and Formative Assessment

Increasingly, instructors are focusing on teaching the learning process in their classrooms rather than focusing on mastery of their subjects. The concept relies on the assumption that the learning process engages students better and implicitly encourages mastery without forcing them to focus on mastery as an end goal. The learning process is the primary focus and goal. Therefore, a grading plan should reflect multiple approaches to student work:

• Completion: Did the student engage with the material and complete it to the best of their abilities?
• Quality: How well did the student demonstrate understanding of the material?
• Effort and Growth: Did the student show improvement, reflection, or meaningful engagement with feedback?

Prioritizing high-stakes tests can limit opportunities to support learning as a cyclical try-and-fail process rather than a pass-or-fail end goal. Research on flexible assessment strategies shows that students are more willing to put in the work when they have structured choices and a clear understanding of task importance.⁴

Example Structure of a Grading Plan

• 30% low-stakes tasks and homework that test understanding of material, such as quizzes or exercises (completion).
• 40% major summative assessments that test the application of material (quality).
• 30% reflection, revision opportunities, or peer review that test engagement with material (effort and growth).

The exact mix will depend on your classroom goals, but intentionally balancing these elements and consistently communicating them will help motivate students with a sense of direction.

In addition to percentages that show the weight of tasks, the grading plan should explain how rounding or minimum thresholds are handled and outline expectations for resubmissions or late work. Provisions, such as a grace period or a capped penalty system, can reward effort and help keep students committed, even when they encounter personal setbacks.

3. Use Rubrics to Clarify What Quality Means

Rubrics break down exactly how points are earned for every major project. This promotes fairness, helps students see the specific criteria for quality work, and removes the guesswork and perceived bias from the grading process. When students can see the criteria, they are better equipped to monitor their own progress and assist their peers with feedback and team learning.⁵

Rubric Best Practices

• Define clear learning levels tied to performance (e.g., pre-assessment, initial learning, demonstration and resources, practice, introspection, revision, review, and mastery).
• Clearly indicate which learning levels focus on completion, quality, or effort and growth.
• Tie each criterion directly to learning outcomes and offer additional resources and practice assignments for students who need assistance with specific learning outcomes.
• Share rubrics before students complete the work—not just during the self-, peer-, or instructor-assessment.

Clear criteria reduce student anxiety, increase engagement with assignments and the learning process, and make grading more consistent and fair.

4. Build Reflection and Self-Assessment into the Grading Plan

Students learn more when given opportunities to evaluate their own work. Engaging students in self-assessment, particularly with rubrics, enhances self-regulated learning strategies and perceptions of fairness.⁶

Including Student Agency in Grades

• Ask students to self-assess drafts using the same rubric you use. This approach allows instructors to gauge engagement and understanding of concepts.
• Encourage short reflective prompts on what they learned or where they struggled.
• Pair self-assessment with an opportunity to revise for partial credit.

5. Promote Engagement Through Structured Peer Review

Peer and collaborative assessment, guided by rubrics and feedback examples, involves students in the instructive and evaluative process and helps them to internalize concepts. Structured peer review is linked with stronger engagement and more accurate feedback practices for students.⁷ Peers benefit from both receiving and giving evaluative feedback.

Helping Students Approach Peer Review with Confidence and Respect

• Use guided peer review workshops tied to rubric criteria.
• Explain how to provide constructive, specific feedback.
• Debrief peer feedback to address common misunderstandings.

These practices help students learn to interpret criteria and deepen their disciplinary thinking. For more information about assessment for learning, check out our post about peer feedback and self-assessment.

6. Instructor Feedback—Enhance Both Content and Confidence

Feedback isn’t just informative; it’s motivational. Students’ beliefs about their ability to use feedback—called feedback self-efficacy—predict their success in turning feedback into action, which is the essence of the learning process. Students who believe they can act on feedback strategically, and with greater understanding in every iteration, are more likely to improve, so it’s essential that instructors approach feedback with the intent of self-efficacy.⁸

Encouraging Motivation Through Feedback

• Provide timely, actionable feedback tied to rubric criteria. The further removed feedback is from assignments, the more time students have to forget their thought processes and the less interested they will be in receiving feedback. Additionally, it may indicate that the assignment wasn’t as important to the course as they initially assumed, further removing them mentally from the assignment and its concepts.
• Show examples of good responses and explain why they meet expectations. Without examples, students may find it difficult to conceptualize the assignment and how it works with the course’s objectives.
• Offer space for students to ask questions about feedback.

Consider digital tools that provide automatic feedback on both progress and content mastery, so students can learn from their mistakes in real time, see what’s next on the learning map, and apply what they’ve learned to upcoming tasks.

7. Offer Opportunities for Redrafting and Mastery

Learning is iterative. A grading plan that allows for structured revision or retakes encourages students to view assessment—and the “struggle” aspect of learning—as part of the learning cycle rather than a final judgment. Evidence from STEM contexts shows that alternative assessment practices (like quiz retakes) can positively influence students’ motivational drivers, such as autonomy and competence.⁹ Even small chances to improve, such as limited retakes or revision options on major assignments, can boost student engagement and self-directed learning.

Grades That Guide Growth: Review and Adjustment

A grading plan is not just a tool for sorting students; it’s a communication system. When intentionally established with clear learning goals, backed by explained criteria, and supported by opportunities for reflection and feedback, grades can help students believe in their abilities, engage more deeply, and take ownership of their learning.

Grounding your grading plan in research, such as rubric use to support self-efficacy and self-regulation, structured feedback to build motivation, and clear expectations to support fairness, helps create an environment where assessment supports learning rather than merely measuring it.

A grading plan should be a living document that truly reflects student growth. Instructors should periodically review their gradebooks to see if a large portion of the class struggled with a specific concept. If the analytics data shows a trend, it may be time to pivot teaching strategies or offer supplemental resources to bridge the gap. Likewise, instructors should be receptive to student feedback to gauge fairness and transparency.

Check out MyEducator’s blog post and its links, One Size Does Not Fit All: Differentiated Instruction, for distinct examples of how to incorporate the content, process, projects, and learning environment into your grading plan.

As you refine your own grading plan, consider how each element sends a message: about fairness, about learning, about effort, about success, and about what it means to grow academically.

Ready to Automate Your Grading Plan?

Setting up a fair system shouldn’t mean spending all your office hours working on a spreadsheet. Schedule a demo with MyEducator today to see how our platform handles the heavy lifting of grading and feedback.

1. Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review. Educational Psychology Review, 35(113), 1–38. https://doi.org/10.1007/s10648-023-09823- ↩︎
2. AL-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). “Measuring academic self-efficacy and learning outcomes: The mediating role of academic commitment.” Asian-Pacific Journal of Second and Foreign Language Education, 9(35), 1–22. https://doi.org/10.1186/s40862-024-00253-5 ↩︎
3. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom.” Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 ↩︎
4. Barua, L., & Lockee, B. (2025). “Flexible assessment in higher education: A comprehensive review of strategies and implications.” TechTrends (Association for Educational Communications & Technology), 69, 301–309. https://doi.org/10.1007/s11528-025-01039-3 ↩︎
5. Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review. Educational Psychology Review, 35(113), 1–38. https://doi.org/10.1007/s10648-023-09823-4 ↩︎
6. Panadero, E., Pérez, D. G., Ruiz, J. F., Fraile, J., Sánchez-Iglesias, I., & Brown, G. T.L. (2022). “University students’ strategies and criteria during self-assessment: Instructor’s feedback, rubrics, and year level effects.” European Journal of Psychology of Education, 38, 1031–1051. https://doi.org/10.1007/s10212-022-00639-4 ↩︎
7. Abraham, R., & Singaram, V. S. (2024). “Self and peer feedback engagement and receptivity among medical students with varied academic performance in the clinical skills laboratory.” BMC Medical Education, 24(1065), 1–15. https://doi.org/10.1186/s12909-024-06084-9 ↩︎
8. Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). “Exploring the mediating effect of feedback self-efficacy between students’ self-feedback behavior and academic proficiency.” Frontiers in Psychology, 16(1637028), 1–15. https://doi.org/10.3389/fpsyg.2025.1637028 ↩︎
9. Tripp, B., Ravi, A., Pang, E., & Furrow, R. E. (2025). “Undergraduate STEM students’ perceptions of grading practices reveal that quiz retakes positively impact drivers of self-determination. CBE—Life Sciences Education, 24(1). https://doi.org/10.1187/cbe.24-06-0167 ↩︎