AP English Grading Philosophy
Students enrolled in Advanced Placement coursework are assessed at a college-level. As an AP English instructor, I understand that grades are important to students, and I want to address concerns regarding the volume of instructor feedback students can expect, the methods of feedback I will use, and productive and appropriate ways to conference with me about grades.
Although receiving feedback is a necessary part of student growth, it is my belief that the most important piece of progressing as a writer and a thinker is persistent application. Of course, students will be given feedback on their work, but the level of feedback will range from holistic remarks and rubric scores to individualized and detailed comments. Students are expected to review feedback and incorporate my suggestions on revisions and future assignments.
I recognize that grades are an important aspect of a student’s understanding of his/her progress in class; however, the grade should certainly not be the driving factor behind a student’s motivation. Students will gain the most from class if they are willing to prioritize the experience above the number in terms of importance. I strive to grade as fairly as possible, remaining sympathetic to each student’s learning curve on formative assignments and firm on summative assessments. Regardless of numerical grades, students who work hard and take seriously all the work we do in class will gain from their sincere involvement.
Grades are personal, and should not be shared or discussed with other students inside of class or outside of class. Students who have questions about their grades may schedule a conference to address uncertainties and correct any inaccuracies; however, students should not attempt to negotiate for grade alteration. Those requests are inappropriate and unprofessional.