Only one of them is becoming a visible learner.
Visible learners can name what they’re learning, how they’ll know they’ve learned it, and where they’re headed next. When grades fuel those three questions, assessment stops being the period at the end of a unit and becomes an arrow pointing forward. That shift—from finality to fluidity—is the beating heart of grading that actually grows learners.
The Big Reveal from the Research
Decades of evidence (synthesized in the Visible Learning work) show that the adults closest to the learning—teachers—are the strongest in-school influence on achievement. But here’s the twist: the greatest impact comes when teachers help students become their own teachers. That means we design grading and feedback so students can:
- Know their current level (Where am I now?)
- Know the destination (Where am I going, and am I up for it?)
- Choose strategies (What tools fit this task?)
- Seek and use feedback (What do errors teach me?)
- Monitor and adjust (What will I try next?)
- Recognize and teach others (Can I explain or coach a peer?)
These aren’t soft skills; they’re the operating system of high-impact learning. Grades should strengthen that OS—not crash it.
Why the 82% Alone Isn’t Enough
A number on a page is silent. It won’t tell a learner what to do next. And if grades arrive too early or count every misstep, they can backfire—either discouraging struggle or rewarding speed over understanding. What changes the story is teacher clarity (crystal-clear learning intentions and success criteria) and actionable feedback that says: Here’s what to try now.
When students see how a score connects to specific criteria and strategies, they lean in.
A Simple Frame You Can Use Tomorrow
Think of grading through the acronym G.R.A.D.E.S:
- Gauge the current level
- Readiness for the next challenge
- Adapt tools/strategies
- Determine feedback (errors = opportunity)
- Evaluate and adjust
- Share/teach learning to others
It’s not a new initiative—just a sanity check. Ask: Does my grading practice help students do each of these? If not, tweak one piece this week.
A Micro-Story from the Classroom
Maya’s science class just wrapped a lab write-up. Instead of “collect, grade, return,” her teacher led with success criteria: clear claim, accurate evidence, logical reasoning, and precise scientific vocabulary. Mid-lesson, students annotated a sample paragraph against those criteria and color-tagged their own work Green/Yellow/Red.
Two minutes of targeted feedback later—“tighten the reasoning by connecting evidence to the claim with because/therefore”—Maya revised. Her final score mattered, but the revision path mattered more. She could say exactly what improved and why. Next unit, she started there—already stronger.
That’s grading for growth in action.
If You Lead a PLC, Try This 30-Minute Flow
- 5 minutes: Restate the learning intention and success criteria in student-friendly language; each teacher brings three samples.
- 15 minutes: Sort samples by criteria (G/Y/R). Name one pattern or misconception and agree on a single instructional tweak.
- 5 minutes: Script a two-minute feedback move to use in tomorrow’s lesson.
- 5 minutes: Log who’s trying what, when; bring fresh evidence to the next PLC.
The goal isn’t prettier spreadsheets; it’s better tomorrow.
What to Watch For (and Fix Fast)
- Grades without guidance: If students can’t say what to try next, the assessment is unfinished. Add a quick “Now try…” comment linked to a criterion.
- Tasks that don’t match the criteria: If the test doesn’t mirror the success criteria, students learn to play “guess the teacher.” Align tasks tightly.
- Feedback too late to matter: A grade at the end is a post-mortem. Add one mid-lesson check aligned to a single success criterion.
- No student voice: Build a 30-second habit—“Which criterion did you improve today? What’s your next step?”—and capture it on a simple evidence card.
Your Next Move
Pick one routine and make it ridiculously doable:
- Post the learning intention and success criteria in student language.
- Add a one-item mid-lesson check aligned to one criterion.
- Respond with two comments: Keep doing… and Try next…
- Ask students to log their next step—one sentence—before they leave.
Do that for two weeks. Then look at the work again. You’ll see the difference.
When we treat grades as guidance, classrooms turn into launchpads. Students learn how to steer their own growth; teachers see what to adjust next; families hear more than a number. In short, we stop closing chapters and start opening windows.
Nagel, D., & Potter, B. (2025). Grading Visible Learners: Learning with Fluidity, NOT Finality. Corwin Press.
