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Grading students based on an A - E scale, potentially reduces disagreements between assessors.

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- Indicates how students perform relative to other students.
- Only informs on normative information.

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Begin with a verb

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Moved from marks and grades to actual performance

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Marks can be used summatively and formatively.

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It does however lead to issues of interpretation, for example the difference between a 60 for a high-achieving student and a low-achieving student.

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Letter grades are applied in either a criterion-referenced way eg 80% = A, or a norm-referenced way eg top 10% = A.

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Easy for all stakeholders to understand and interpret.

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Problem: lack of consensus on how grades should be allocated.

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Need to be meaningful and does not degenerate into vague generalisations

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- It prioritises grades over effort
- Without additional information it can be misleading of a students performance.

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Many teachers use a range of marks between 30 and 80 most commonly. This implies that students don't ever know absolutely nothing, but also don't know absolutely everything about the assessed topic.

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"One symbol cannot do justice to the different degrees of learning a student acquires"

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- Can motivate students to achieve the best through competition, as some students thrive through competition with other students.

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Written comments provide more information than just a letter grade or number
They can provide information on what they are doing well in and what they can improve on
Provide more personal information that is specific to the student

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Must be used in the right way