Grading forms are authentic assessment tools that are a type of matrix that provides scaled levels of achievement or understanding for a set of criteria or dimensions of quality for a given type of performance.  Each of these criteria will have a range of performance indicators that one can place a student’s work along a continuum that ranges from exceptional to not up to expectations.

There are many advantages to using a grading form when evaluating a student’s work.  A well designed grading form will increase an assessment’s construct and content validity by aligning evaluation criteria to standards, curriculum, instruction, and assessment tasks. They will also increase an assessment's reliability by setting criteria that raters can apply consistently and objectively.  Grading forms help move the instructor away from subjective grading by assessing work based on consistent, objective criteria.  They also tend to reduce bias and reduce the time needed in evaluating performance and providing valid feedback. Grading forms also informs the student what the explicit expectation is for superior performance and allows them to assess their own effort and performance.  This allows them to make adjustments to their work before submitting it to the instructor. They can give the learner specific feedback about their areas of strength and weakness and give them insight on how they can improve their performance. Use of a grading form can also answer the Student’s question of “Why did I only get a B?”.  

When grading forms are used for self- and peer-assessment, they help learners develop their ability to judge quality in their own and others' work. When the student is involved in designing the grading form, they are empowered to become self-directed learners.

In conclusion, by their very nature, grading forms encourage reflective practice on the part of both students and teachers. In particular, the act of developing a rubric instigates a powerful consideration of one's values and expectations for student learning, and the extent to which these expectations are reflected in actual classroom practices. If grading forms are used in the context of students' peer review of their own work or that of others, or if students are involved in the process of developing the grading form, these processes can spur the development of their ability to become self-directed and help them develop insight into how they and others learn.

Click on the attached file for an example of a grading form used to evaluate online discussions.