Grading System Redesign & Change Implementation
Overview
This multi-year initiative focused on redesigning an independent school’s grading system away from traditional A-F letter grades to better align with the school’s mission and values and to provide students with more holistic and actionable feedback about their learning. The work included research, framework development, stakeholder engagement, and a phased implementation strategy. The resulting system, known as mission-based grading, remains in use today, reflecting both its durability and its alignment with the school’s culture.
Purpose
Traditional A–F grading often communicates little about what students actually know, or how they are growing. In many mission-driven schools, the grading system can even feel out of sync with the qualities and habits the school aims to cultivate.
This initiative was designed to:
better reflect the school’s mission in how learning and growth were communicated
provide students with meaningful, actionable feedback
distinguish academic learning from habits, dispositions, and community values
reduce grade-driven anxiety and promote more reflective learning
build faculty alignment around assessment and reporting practices
The goal was to create a grading system that supported deeper learning and communicated progress in a clear, mission-aligned way.
Approach
Research and Framework Development
The redesign began with a review of assessment literature, grading research, and non-traditional grading models utilized by other schools. This foundational work informed the creation of a mission-based grading framework organized around key tenets of the school’s mission, including academic excellence, developing the skills to lead productive lives, and contributing to the community.
Community Engagement
Listening sessions were conducted with faculty, students, families, and school leadership to surface hopes, concerns, and expectations. These conversations helped shape the design of the system and ensured that the model reflected the perspectives of those who would use and experience it.
Faculty professional learning supported the development of shared understanding around effective feedback, assessment practices, and the rationale behind the shift.
System Design and Communication Tools
The grading categories and mission-based competencies were generated through a collaborative process by teachers and reviewed and refined by students. Accompanying rubrics, descriptors, and reporting templates (e.g., via the learning management system) were designed to support clarity and transparency.
Multi-Year Implementation Strategy
The rollout followed a phased approach, including pilot testing, faculty calibration, parent education, and opportunities for iteration. This pacing allowed the school to build confidence and consistency, ensuring that the system was sustainable and well-integrated into daily practice.
WEG Experience & Relevance
The design and implementation of this mission-based grading system built deep expertise in the areas of:
strategic change leadership
research-informed framework development
engagement across diverse school communities
professional learning design
communication planning for complex initiatives
multi-year implementation support
This background informs current work at Wasatch Education Group, including support for schools exploring grading reform, assessment redesign, or other mission-aligned strategic initiatives.
Impact
The mission-based grading system continues to serve the school over a decade after its introduction. Through this process the school experienced:
Clearer and more holistic communication about student learning and growth
Stronger alignment between school mission and assessment
More reflective conversations among teachers, students, and families
Increased attention on feedback
improved faulty coherence around reporting
a school culture that more intentionally reflects its values
This project demonstrates how thoughtful design, community engagement, and phased implementation can lead to sustainable, mission-driven change.