Abstract

Students’ content mastery and proficiency of learning outcomes is constantly on the minds of teachers, and administrators. Unfortunately, there is a disconnect between classroom-based grading practices and the attainment of learning outcomes. Traditional grading methods not only combine objective assessment with subjective measures, they also often lack the substance to drive truly meaningful dialogue on student academic progress or provide resources to assist the student. This process paper focuses on how to construct an assessment system that supports student learning.