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Grade & return an assignment

This article is for teachers.

In Classroom, you can give a numeric grade, leave comment-only feedback, or do both. You can also return assignments without grades.

You can grade and return work from:

• The Student work page.
• The Classroom grading tool.
• The Grades page.

For Grades page instructions, go to View or update your gradebook .

For practice sets, learn how to grade a practice set assignment .

You can download grades for one assignment or for all assignments in a class.

Display assignments & import quiz grades

Before viewing a student's assignment, you can see the status of student work, and the number of students in each category.

Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Click the class.
• At the top, click Classwork .
• Select the assignment to display.
• Tip: You can only get to the student work page when the number isn't "0" for both "Turned in" and "Assigned."
• Assigned —Work that students have to turn in, including missing or unsubmitted work
• Turned in —Work that students turned in
• Graded —Graded work you’ve returned
• Returned —Ungraded (non-graded) work you’ve returned
• (Optional) To see the students in a category, click Turned in , Assigned , Graded , or Returned .
• To check a student’s submission, click on the assignment thumbnail.
• At the top-right, click Import Grades .
• Click Import to confirm. The grades autofill next to the students’ names. Note: Importing grades overwrites any grades already entered.
• (Optional) To return grades, next to each student whose grade you want to return, check the box and click Return . Students can see their grade in Classroom and Forms.

Enter, review, or change grades

• Red—Missing work.
• Green—Turned in work or draft grade.
• Black—Returned work.
• Click the Student Work tab.

The default grading scale is numerical based on the total points of the assignment. For expanded grading scales option, Education Plus and Teaching and Learning Upgrade editions have it. You can align Classroom grading to your school's system whether:

• For example, letter grades A to F or proficiency unsatisfactory to excellent.
• For example, 4 point scales.
• For example, emojis.

Grading scales features work with:

• Average grade calculation
• SIS integration
• Practice sets and Forms auto-grading

You can enter a grade either for the number of points or, if you have grading scales set up, based on the levels on the grading scale. For example, if you have letter grades set up in your class and you assign a 10 point assignment, under “Grade,” you can:

• Select Good 8/10 from the dropdown menu
• You and your co-teachers can find all grades in both points value and the level it corresponds to.

A student can find both the points value and the level it corresponds to if a grade is returned.

• Next to the student's name, enter the grade. The grade saves automatically.
• Enter grades for any other students.

You can enter grades and personalize your students feedback with the Classroom grading tool.

• Go to classroom.google.com .
• Optional: Under the classwork filter, select a grading period. Learn how to create or edit grading periods .
• Next to the student’s name, and under the relevant assignment, enter the grade.
• The grade saves as a draft.
• Select Good 8/10 from the dropdown menu.

• If a grade returns, a student can find both the points value and the level it corresponds to.
• Optional: Enter grades for any other students and assignments.

Tip: You can return assignments without a grade.

• On the left, click a student's name.
• Click See history .
• Next to a student’s name, click the grade you want to change.
• Enter a new number. The new grade saves automatically.

Return work or download grades

Students can’t edit any files attached to an assignment until you return it. When you return work, students get notifications if they’re turned on. You can return work, with or without a grade, to one or more students at a time.

You can start with the default grading scale options, or create your own grading scale.

• Proficiency
• Letter grades
• 4 point scale
• Create your own: Creates a custom grading scale.
• Edit the level and values of your grading scale.

• Click Select .
• At the top right, click Save .
• When you edit a default grading scale, it becomes a custom grading scale.
• When you remove a custom grading scale that was previously used in a class, a confirmation dialog displays, and you won’t be able to access it again.
• Next to the student's name, and under the relevant assignment, enter the grade.

• The student’s assignment is marked Returned.
• On the left, check the box next to each student whose assignment you want to return.
• Click Return and confirm.

Download grades to Sheets

Download grades to a CSV file

• To download grades for one assignment, select Download these grades as CSV .
• To download all grades for the class, select Download all grades as CSV . The file saves to your computer.

Related topics

• Set up grading
• Give feedback on assignments
• Grade and return question answers
• Create and grade quizzes
• Grade & track practice set assignments
• Use a screen reader with Classroom on your computer
• Export grades to your SIS

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• Teaching Tips

The Ultimate Guide to Grading Student Work

Strategies, best practices and practical examples to make your grading process more efficient, effective and meaningful

Top Hat Staff

This ultimate guide to grading student work offers strategies, tips and examples to help you make the grading process more efficient and effective for you and your students. The right approach can save time for other teaching tasks, like lecture preparation and student mentoring. 

Grading is one of the most painstaking responsibilities of postsecondary teaching. It’s also one of the most crucial elements of the educational process. Even with an efficient system, grading requires a great deal of time—and even the best-laid grading systems are not entirely immune to student complaints and appeals. This guide explores some of the common challenges in grading student work along with proven grading techniques and helpful tips to communicate expectations and set you and your students up for success, especially those who are fresh out of high school and adjusting to new expectations in college or university. 

What is grading?

Grading is only one of several indicators of a student’s comprehension and mastery, but understanding what grading entails is essential to succeeding as an educator. It allows instructors to provide standardized measures to evaluate varying levels of academic performance while providing students valuable feedback to help them gauge their own understanding of course material and skill development. Done well, effective grading techniques show learners where they performed well and in what areas they need improvement. Grading student work also gives instructors insights into how they can improve the student learning experience.

Grading challenges: Clarity, consistency and fairness

No matter how experienced the instructor is, grading student work can be tricky. No such grade exists that perfectly reflects a student’s overall comprehension or learning. In other words, some grades end up being inaccurate representations of actual comprehension and mastery. This is often the case when instructors use an inappropriate grading scale, such as a pass/fail structure for an exam, when a 100-point system gives a more accurate or nuanced picture.

Grading students’ work fairly but consistently presents other challenges. For example, grades for creative projects or essays might suffer from instructor bias, even with a consistent rubric in place. Instructors can employ every strategy they know to ensure fairness, accessibility, accuracy and consistency, and even so, some students will still complain about their grades. Handling grade point appeals can pull instructors away from other tasks that need their attention.

Many of these issues can be avoided by breaking things down into logical steps. First, get clear on the learning outcomes you seek to achieve, then ensure the coursework students will engage in is well suited to evaluating those outcomes and last, identify the criteria you will use to assess student performance. 

What are some grading strategies for educators?

There are a number of grading techniques that can alleviate many problems associated with grading, including the perception of inconsistent, unfair or arbitrary practices. Grading can use up a large portion of educators’ time. However, the results may not improve even if the time you spend on it does. Grading, particularly in large class sizes, can leave instructors feeling burnt out. Those who are new to higher education can fall into a grading trap, where far too much of their allocated teaching time is spent on grading. As well, after the graded assignments have been handed back, there may be a rush of students wanting either to contest the grade, or understand why they got a particular grade, which takes up even more of the instructor’s time. With some dedicated preparation time, careful planning and thoughtful strategies, grading student work can be smooth and efficient. It can also provide effective learning opportunities for the students and good information for the instructor about the student learning (or lack of) taking place in the course. These grading strategies can help instructors improve their accuracy in capturing student performance . 

Establishing clear grading criteria

Setting grading criteria helps reduce the time instructors spend on actual grading later on. Such standards add consistency and fairness to the grading process, making it easier for students to understand how grading works. Students also have a clearer understanding of what they need to do to reach certain grade levels.

Establishing clear grading criteria also helps instructors communicate their performance expectations to students. Furthermore, clear grading strategies give educators a clearer picture of content to focus on and how to assess subject mastery. This can help avoid so-called ‘busywork’ by ensuring each activity aligns clearly to the desired learning outcome. 

Step 1: Determine the learning outcomes and the outputs to measure performance. Does assessing comprehension require quizzes and/or exams, or will written papers better capture what the instructor wants to see from students’ performance? Perhaps lab reports or presentations are an ideal way of capturing specific learning objectives, such as behavioral mastery.

Step 2: Establish criteria to determine how you will evaluate assigned work. Is it precision in performing steps, accuracy in information recall, or thoroughness in expression? To what extent will creativity factor in the assessment?

Step 3: Determine the grade weight or value for each assignment. These weights represent the relative importance of each assignment toward the final grade and a student’s GPA. For example, how much will the final exam count relative to a research paper or essay? Once the weights are in place, it’s essential to stratify grades that distinguish performance levels. For example:

• A grade = excellent
• B grade = very good
• C grade = adequate
• D grade = poor but passing
• F grade = unacceptable

Making grading efficient

Grading efficiency depends a great deal on devoting appropriate amounts of time to certain grading tasks. For instance, some assignments deserve less attention than others. That’s why some outcomes, like attendance or participation work, can help save time by getting a simple pass/fail grade or acknowledgment of completion using a check/check-plus/check-minus scale.

However, other assignments like tests or papers need to show more in-depth comprehension of the course material. These items need more intricate scoring schemes and require more time to evaluate, especially if student responses warrant feedback.

When appropriate, multiple-choice questions can provide a quick grading technique. They also provide the added benefit of grading consistency among all students completing the questions. However, multiple-choice questions are more difficult to write than most people realize. These questions are most useful when information recall and conceptual understanding are the primary learning outcomes.

Instructors can maximize their time for more critical educational tasks by creating scheduled grading strategies and sticking to it. A spreadsheet is also essential for calculating many students’ grades quickly and exporting data to other platforms.

Making grading more meaningful in higher education

Grading student work is more than just routine, despite what some students believe. The better students understand what instructors expect them to take away from the course, the more meaningful the grading structure will be. Meaningful grading strategies reflect effective assignments, which have distinct goals and evaluation criteria. It also helps avoid letting the grading process take priority over teaching and mentoring.

Leaving thoughtful and thorough comments does more than rationalize a grade. Providing feedback is another form of teaching and helps students better understand the nuances behind the grade. Suppose a student earns a ‘C’ on a paper. If the introduction was outstanding, but the body needed improvement, comments explaining this distinction will give a clearer picture of what the ‘C’ grade represents as opposed to ‘A-level’ work.

Instructors should limit comments to elements of their work that students can actually improve or build upon. Above all, comments should pertain to the original goal of the assignment. Excessive comments that knit-pick a student’s work are often discouraging and overwhelming, leaving the student less able or willing to improve their effort on future projects. Instead, instructors should provide comments that point to patterns of strengths and areas needing improvement. It’s also helpful to leave a summary comment at the end of the assignment or paper.

Maintaining a complaint-free grading system

In many instances, an appropriate response to a grade complaint might simply be, “It’s in the syllabus.” Nevertheless, one of the best strategies to curtail grade complaints is to limit or prohibit discussions of grades during class time. Inform students that they can discuss grades outside of class or during office hours.

Instructors can do many things before the semester or term begins to reduce grade complaints. This includes detailed explanations in the grading system’s syllabus, the criteria for earning a particular letter grade, policies on late work, and other standards that inform grading. It also doesn’t hurt to remind students of each assignment’s specific grading criteria before it comes due. Instructors should avoid changing their grading policies; doing so will likely lead to grade complaints.

Assigning student grades

Since not all assignments may count equally toward a final course grade, instructors should figure out which grading scales are appropriate for each assignment. They should also consider that various assignments assess student work differently; therefore, their grading structure should reflect those differences. For example, some exams might warrant a 100-point scale rather than a pass/fail grade. Requirements like attendance or class participation might be used to reward effort; therefore, merely completing that day’s requirement is sufficient.

Grading essays and open-ended writing

Some writing projects might seem like they require more subjective grading standards than multiple-choice tests. However, instructors can implement objective standards to maintain consistency while acknowledging students’ individual approaches to the project.

Instructors should create a rubric or chart against which they evaluate each assignment. A rubric contains specific grading criteria and the point value for each. For example, out of 100 points, a rubric specifies that a maximum of 10 points are given to the introduction. Furthermore, an instructor can include even more detailed elements that an introduction should include, such as a thesis statement, attention-getter, and preview of the paper’s main points.

Grading creative work

While exams, research papers, and math problems tend to have more finite grading criteria, creative works like short films, poetry, or sculptures can seem more difficult to grade. Instructors might apply technical evaluations that adhere to disciplinary standards. However, there is the challenge of grading how students apply their subject talent and judgment to a finished product.

For creative projects that are more visual, instructors might ask students to submit a written statement along with their assignment. This statement can provide a reflection or analysis of the finished product, or describe the theory or concept the student used. This supplement can add insight that informs the grade.

Grading for multi-section courses

Professors or course coordinators who oversee several sections of a course have the added responsibility of managing other instructors or graduate student teaching assistants (TAs) in addition to their own grading. Course directors need to communicate regularly and consistently with all teaching staff about the grading standards and criteria to ensure they are applied consistently across all sections.

If possible, the course director should address students from all sections in one gathering to explain the criteria, expectations, assignments, and other policies. TAs should continue to communicate grading-related information to the students in their classes. They also should maintain contact with each other and the course director to address inconsistencies, stay on top of any changes and bring attention to problems.

To maintain consistency and objectivity across all sections, the course director might consider assigning TAs to grade other sections besides their own. Another strategy that can save time and maintain consistency is to have each TA grade only one exam portion. It’s also vital to compare average grades and test scores across sections to see if certain groups of students are falling behind or if some classes need changes in their teaching strategies.

Types of grading

• Absolute grading : A grading system where instructors explain performance standards before the assignment is completed. grades are given based on predetermined cutoff levels. Here, each point value is assigned a letter grade. Most schools adopt this system, where it’s possible for all students to receive an A.
• Relative grading : An assessment system where higher education instructors determine student grades by comparing them against those of their peers. 
• Weighted grades : A method ussed in higher education to determine how different assessments should count towards the final grade. An instructor may choose to make the results of an exam worth 50 percent of a student’s total class grade, while assignments account for 25 percent and participation marks are worth another 25 percent.
• Grading on a curve : This system adjusts student grades to ensure that a test or assignment has the proper distribution throughout the class (for example, only 20% of students receive As, 30% receive Bs, and so on), as well as a desired total average (for example, a C grade average for a given test). We’ve covered this type of grading in more detail in the blog post The Ultimate Guide to Grading on A Curve .

Ungrading is an education model that prioritizes giving feedback and encouraging learning through self-reflection rather than a letter grade. Some instructors argue that grades cannot objectively assess a student’s work. Even when calculated down to the hundredth of a percentage point, a “B+” on an English paper doesn’t paint a complete picture about what a student can do, what they understand or where they need help. Alfie Kohn, lecturer on human behavior, education, and parenting, says that the basis for grades is often subjective and uninformative. Even the final grade on a STEM assignment is more of a reflection of how the assignment was written, rather than the student’s mastery of the subject matter. So what are educators who have adopted ungrading actually doing? Here are some practices and strategies that decentralize the role of assessments in the higher ed classroom.

• Frequent feedback: Rather than a final paper or exam, encourage students to write letters to reflect on their progress and learning throughout the term. Students are encouraged to reflect on and learn from both their successes and their failures, both individually and with their peers. In this way, conversations and commentary become the primary form of feedback, rather than a letter grade. 
• Opportunities for self-reflection: Open-ended questions help students to think critically about their learning experiences. Which course concepts have you mastered? What have you learned that you are most excited about? Simple questions like these help guide students towards a more insightful understanding of themselves and their progress in the course.
• Increasing transparency: Consider informal drop-in sessions or office hours to answer student questions about navigating a new style of teaching and learning.  The ungrading process has to begin from a place of transparency and openness in order to build trust. Listening to and responding to student concerns is vital to getting students on board. But just as important is the quality of feedback provided, ensuring both instructors and students remain on the same page.

Grading on a curve

Instructors will grade on a curve to allow for a specific distribution of scores, often referred to as “normal distribution.” To ensure there is a specific percentage of students receiving As, Bs, Cs and so forth, the instructor can manually adjust grades. 

When displayed visually, the distribution of grades ideally forms the shape of a bell. A small number of students will do poorly, another small group will excel and most will fall somewhere in the middle. Students whose grades settle in the middle will receive a C-average. Students with the highest and the lowest grades fall on either side.

Some instructors will only grade assignments and tests on a curve if it is clear that the entire class struggled with the exam. Others use the bell curve to grade for the duration of the term, combining every score and putting the whole class (or all of their classes, if they have more than one) on a curve once the raw scores are tallied.

How to make your grading techniques easier

Grading is a time-consuming exercise for most educators. Here are some tips to help you become more efficient and to lighten your load.

• Schedule time for grading: Pay attention to your rhythms and create a grading schedule that works for you. Break the work down into chunks and eliminate distractions so you can stay focused.
• Don’t assign ‘busy work’: Each student assignment should map clearly to an important learning outcome. Planning up front ensures each assignment is meaningful and will avoid adding too much to your plate.
• Use rubrics to your advantage: Clear grading criteria for student assignments will help reduce the cognitive load and second guessing that can happen when these tools aren’t in place. Having clear standards for different levels of performance will also help ensure fairness.
• Prioritize feedback: It’s not always necessary to provide feedback on every assignment. Also consider bucketing feedback into what was done well, areas for improvement and ways to improve. Clear, pointed feedback is less time-consuming to provide and often more helpful to students. 
• Reward yourself: Grading is taxing work. Be realistic about how much you can do and in what time period. Stick to your plan and make sure to reward yourself with breaks, a walk outside or anything else that will help you refresh. 

How Top Hat streamlines grading

There are many tools available to college educators to make grading student work more consistent and efficient. Top Hat’s all-in-one teaching platform allows you to automate a number of grading processes, including tests and quizzes using a variety of different question types. Attendance, participation, assignments and tests are all automatically captured in the Top Hat Gradebook , a sophisticated data management tool that maintains multiple student records.

In the Top Hat Gradebook, you can access individual and aggregate grades at a glance while taking advantage of many different reporting options. You can also sync grades and other reporting directly to your learning management system (LMS). 

Grading is one of the most essential components of the teaching and learning experience. It requires a great deal of strategy and thought to be executed well. While it certainly isn’t without its fair share of challenges, clear expectations and transparent practice ensure that students feel included as part of the process and can benefit from the feedback they receive. This way, they are able to track their own progress towards learning goals and course objectives.

Click here to learn more about Gradebook, Top Hat’s all-in-one solution designed to help you monitor student progress with immediate, real-time feedback.

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Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

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Online Guide to Writing and Research

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• Online Guide to Writing

How Is Writing Graded?

Students often want to know how their writing assignments are graded—that is, what is an A paper, a B paper, and so on. Generally speaking, there are two basic ways to determine how your papers will be graded.

Understand your assignment, which often will include a rubric.

Understand general grading standards professors usually apply to papers.

Assignments and What Rubrics Have To Do with Them 

Virtually every college and graduate-level assignment will include instructions from your professor. Often, rubrics, which provide criteria for each possible grade you might receive, will accompany your assignments. 

Some rubrics can be quite detailed, breaking down the assignment and describing the grading criteria for each requirement. Other rubrics merely provide general writing standards associated with each grade. In either case, your first and best source for understanding assignment’s associated grading standards is the content of the assignment itself.

As you familiarize yourself with an assignment and its rubric, keep in mind the following:

Prioritize the criteria for a particular assignment over the criteria listed in the section below. 

When an assignment comes with a rubric, study the rubric and familiarize yourself with it. Aside from your professor, this is the best guide to successfully meeting the assignment requirements.

Prioritize your professor’s advice above all. College and graduate professors often provide their own descriptions of their assignments and a list of requirements. Sometimes these can differ from the accompanying rubric. If you are ever in doubt about your assignment and its requirements, contact your professor with your questions. 

Some General (Though Not Exhaustive) Grading Standards for Academic Papers

Although each professor and class is unique, there are some general qualities that attach to each grade. The following grading standards may be useful as you assess your own writing, but remember, a number of factors ultimately contribute to your grade, including your specific instructor's guidelines and preferences. Always defer to your assignment-specific or class-specific standards for grading information, and reach out to your instructor with any questions.

• The Grade of A
• The Grade of B
• The Grade of C
• The Grade of D
• The Grade of F

The A paper is characterized by outstanding writing marked by superior readability and command of content.

The paper thoroughly addresses the assignment prompt. 

The paper proceeds in a clear, logical fashion that makes the information accessible to the reader. 

The paper’s purpose is clear, followed by details reflecting this purpose.  

The style throughout the paper accommodates the reader. 

The diction throughout the paper, and sentence construction, contribute to understanding. 

The student’s grammar, mechanics, and format are flawless.

The B paper is characterized by distinguished writing and fulfills the assignment requirements; however, the writing contains some of the following weaknesses:

The paper is well organized, but the presentation of content sometimes inhibits understanding.

The audience for which the paper is intended is sometimes unclear.

The student’s diction at times is vague and hinders precise communication. 

The student’s grammar, mechanics, and formatting flaws interfere with reading and comprehension.

The C paper is characterized by satisfactory writing that is generally effective but contains any one of the following weaknesses:

The paper lacks clear organization, or some material is not clearly explained; the paper’s audience and purpose are not clear.

The student’s sentences, although grammatically correct, often make information difficult to extract.

The student’s diction throughout the paper interferes with readability, but the reader can still glean the meaning; sections of the paper require rereading. 

The paper contains repeated errors in grammar, mechanics, or format.

The D paper struggles to communicate information and contains weak writing. In a professional work environment, such writing would be considered incompetent because it suffers from any one of the following problems:

The paper contains two or more of the problems listed for the C paper.

The paper lacks evidence of audience accommodation.

The paper contains poor diction, such as garbled wording that prevents understanding. 

The student’s sentences have mechanical errors, such as persistent run‑on sentences and comma splices.

The student’s grammar, spelling, or format problems create frequent obstacles to understanding.

The paper fails on multiple levels. A failing grade on a writing assignment usually means that your paper contains two or more of the problems listed for the D paper.

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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Center for Teaching

Grading student work.

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What Purposes Do Grades Serve?

Developing grading criteria, making grading more efficient, providing meaningful feedback to students.

• Maintaining Grading Consistency in Multi-Sectioned Courses

Minimizing Student Complaints about Grading

Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:

• as an  evaluation of student work;
• as a  means of communicating to students, parents, graduate schools, professional schools, and future employers about a student’s  performance in college and potential for further success;
• as a  source of motivation to students for continued learning and improvement;
• as a  means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it.

Additionally, grading provides students with feedback on their own learning , clarifying for them what they understand, what they don’t understand, and where they can improve. Grading also provides feedback to instructors on their students’ learning , information that can inform future teaching decisions.

Why is grading often a challenge? Because grades are used as evaluations of student work, it’s important that grades accurately reflect the quality of student work and that student work is graded fairly. Grading with accuracy and fairness can take a lot of time, which is often in short supply for college instructors. Students who aren’t satisfied with their grades can sometimes protest their grades in ways that cause headaches for instructors. Also, some instructors find that their students’ focus or even their own focus on assigning numbers to student work gets in the way of promoting actual learning.

Given all that grades do and represent, it’s no surprise that they are a source of anxiety for students and that grading is often a stressful process for instructors.

Incorporating the strategies below will not eliminate the stress of grading for instructors, but it will decrease that stress and make the process of grading seem less arbitrary — to instructors and students alike.

Source: Walvoord, B. & V. Anderson (1998).  Effective Grading: A Tool for Learning and Assessment . San Francisco : Jossey-Bass.

• Consider the different kinds of work you’ll ask students to do for your course.  This work might include: quizzes, examinations, lab reports, essays, class participation, and oral presentations.
• For the work that’s most significant to you and/or will carry the most weight, identify what’s most important to you.  Is it clarity? Creativity? Rigor? Thoroughness? Precision? Demonstration of knowledge? Critical inquiry?
• Transform the characteristics you’ve identified into grading criteria for the work most significant to you, distinguishing excellent work (A-level) from very good (B-level), fair to good (C-level), poor (D-level), and unacceptable work.

Developing criteria may seem like a lot of work, but having clear criteria can

• save time in the grading process
• make that process more consistent and fair
• communicate your expectations to students
• help you to decide what and how to teach
• help students understand how their work is graded

Sample criteria are available via the following link.

• Analytic Rubrics from the CFT’s September 2010 Virtual Brownbag
• Create assignments that have clear goals and criteria for assessment.  The better students understand what you’re asking them to do the more likely they’ll do it!
• letter grades with pluses and minuses (for papers, essays, essay exams, etc.)
• 100-point numerical scale (for exams, certain types of projects, etc.)
• check +, check, check- (for quizzes, homework, response papers, quick reports or presentations, etc.)
• pass-fail or credit-no-credit (for preparatory work)
• Limit your comments or notations to those your students can use for further learning or improvement.
• Spend more time on guiding students in the process of doing work than on grading it.
• For each significant assignment, establish a grading schedule and stick to it.

Light Grading – Bear in mind that not every piece of student work may need your full attention. Sometimes it’s sufficient to grade student work on a simplified scale (minus / check / check-plus or even zero points / one point) to motivate them to engage in the work you want them to do. In particular, if you have students do some small assignment before class, you might not need to give them much feedback on that assignment if you’re going to discuss it in class.

Multiple-Choice Questions – These are easy to grade but can be challenging to write. Look for common student misconceptions and misunderstandings you can use to construct answer choices for your multiple-choice questions, perhaps by looking for patterns in student responses to past open-ended questions. And while multiple-choice questions are great for assessing recall of factual information, they can also work well to assess conceptual understanding and applications.

Test Corrections – Giving students points back for test corrections motivates them to learn from their mistakes, which can be critical in a course in which the material on one test is important for understanding material later in the term. Moreover, test corrections can actually save time grading, since grading the test the first time requires less feedback to students and grading the corrections often goes quickly because the student responses are mostly correct.

Spreadsheets – Many instructors use spreadsheets (e.g. Excel) to keep track of student grades. A spreadsheet program can automate most or all of the calculations you might need to perform to compute student grades. A grading spreadsheet can also reveal informative patterns in student grades. To learn a few tips and tricks for using Excel as a gradebook take a look at this sample Excel gradebook .

• Use your comments to teach rather than to justify your grade, focusing on what you’d most like students to address in future work.
• Link your comments and feedback to the goals for an assignment.
• Comment primarily on patterns — representative strengths and weaknesses.
• Avoid over-commenting or “picking apart” students’ work.
• In your final comments, ask questions that will guide further inquiry by students rather than provide answers for them.

Maintaining Grading Consistency in Multi-sectioned Courses (for course heads)

• Communicate your grading policies, standards, and criteria to teaching assistants, graders, and students in your course.
• Discuss your expectations about all facets of grading (criteria, timeliness, consistency, grade disputes, etc) with your teaching assistants and graders.
• Encourage teaching assistants and graders to share grading concerns and questions with you.
• have teaching assistants grade assignments for students not in their section or lab to curb favoritism (N.B. this strategy puts the emphasis on the evaluative, rather than the teaching, function of grading);
• have each section of an exam graded by only one teaching assistant or grader to ensure consistency across the board;
• have teaching assistants and graders grade student work at the same time in the same place so they can compare their grades on certain sections and arrive at consensus.
• Include your grading policies, procedures, and standards in your syllabus.
• Avoid modifying your policies, including those on late work, once you’ve communicated them to students.
• Distribute your grading criteria to students at the beginning of the term and remind them of the relevant criteria when assigning and returning work.
• Keep in-class discussion of grades to a minimum, focusing rather on course learning goals.

For a comprehensive look at grading, see the chapter “Grading Practices” from Barbara Gross Davis’s  Tools for Teaching.

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Create, submit, and grade assignments, all in Microsoft Teams .

Create an assignment

Navigate to your class team and select  Assignments .

Select Create > Assignment .

Add details to your assignment

The only thing your assignment requires to be saved is a title. All other fields are optional.

Title (required)

Choose multiple classes or individual students in one class to assign to.

Add additional instructions

Add resources. (See below.)

Select a due date and time. (See below.)

Points available

Add a grading rubric .

Add a category .

Tip:  Read more step-by-step instructions for reusing assignments, assigning quizzes, and more.

When you are finished, select Assign.  To save this assignment as a draft, select Save.

More on adding resources

Select Add resources to choose an existing file or create a blank Office 365 document to assign to each student.

Select Attach .

The default for the file will be Students can't edit , which means the document is read-only. This is a great option for reference materials.

Choose assignment timeline

To set a future assign date or prevent students from turning in late assignments, select Edit underneath the due date field.

Make your selections and select  Done .

Note:  By default, close dates are not selected, allowing students to turn assignments in assignments.

View grades

Track student progress and access grades in Grades.

Navigate to your class team and select  Grades .

Assignments appear in rows and your students in a column. Assignments are in listed in order by soonest due date. Scroll down or across to view all assignments.

You can also view students' assignment statuses:

Viewed  - The student has opened and viewed the assignment.

Turned in  - The student has turned in the assignment and work is ready to grade.

Returned or points  - When you've graded student work, the points assigned will show. You'll see Returned if the assignment doesn't have points.

Blank  - No action has been taken on the assignment yet.

Start grading

You can select any cell in the Grades tab to edit it.

This will open your student's assignment with a Feedback and Points field you can fill in.

To write comments on the document itself, select Edit Document  and either choose to edit in your desktop app or browser.

Select the arrows next to the student's name to navigate between student assignments.

Select  Return >  Return  or Return for revision  when you finish grading and want to return an assignment to a student. They will be notified and able to see your feedback.

Return multiple grades at once

To return multiple student grades simultaneously, select  Assignments .

Select an assignment.

You can enter feedback and points here without opening student work.

Check the boxes to specify which student work to return, or select all.

Click Return >  Return  or Return for revision .

Tip:  Learn more about the Grades tab and reviewing student work .

View and turn in assignments 

Navigate to a class team and select Assignments .  

To view assignment details and submit your work, select the assignment.  

Attach any required materials and select  Turn in .

See your grades 

To view grades for assignments your educator has reviewed and sent back to you: 

Select Grades  in your class team.

All your assignments are listed here with the nearest due date at the top. View your status on each assignment as well as points you've received on graded work. Assignments without points will show as Returned after your educator has reviewed them. 

Use the arrows next to Due date and Assignment  to sort your assignments.

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Grade Calculator

Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.

Final Grade Calculator

Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.

Related GPA Calculator

The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.

Brief history of different grading systems

In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.

In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.

An alternative to the letter grading system

Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).

Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.

Let us do the math...

Grade calculator, use this simple ez grading calculator to find quiz, test and assignment scores:, grading chart:.

Help Articles

Check assessment grades, learner help center feb 13, 2023 • knowledge, article details.

This article will show you how to check your grades, understand assessment statuses, and view assessment feedback.

Check your grades

Assessment statuses, assessment feedback.

To view your grades: 

• Open the course.
• Open the Grades tab (from the left sidebar).

You’ll see all your assessments listed on this page. Here’s what you can find in your Grades tab:

• The status of each assessment
• Your assessment grades (and any adjustments to them).
• The weight of each assessment (which shows how much that assessment counts toward your overall grade)
• Your assignment due dates and personalized deadlines.
• Whether an assessment is locked.
• Peer review requirements.
• Your final grade (once all assessments have been graded).

In private courses, you may also see your current grade.

Back to top

In your Grades tab you’ll see one of these statuses next to each assignment:

• --: You haven’t started the assignment yet.
• Started: Your assignment has been started, but not yet submitted. Your assignment won’t get a grade until it’s submitted.
• Submitted: You submitted your assignment, but it doesn’t have a grade yet.
• Graded: You submitted your assignment and it has a grade. This assignment doesn’t have a required passing score.
• Passed: You completed the assignment, received a grade, and your grade is above the required passing score for that assignment.
• Didn't Pass: You completed the assignment, received a grade, and your grade is below the required passing score for that assignment.
• Dropped: This assignment’s score won’t be included in your final course grade.
• Adjusted: Course staff, or a lateness policy, changed your grade for the assignment.

You can open an assessment and click View Feedback to see feedback on your assessment. This will show you your score for each question, and may also include additional info about each question.

In private courses, some assessments may be manually graded by your instructor. You’ll always be able to see your assessment score on your Grades tab, but you may not be able to view additional feedback. 

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