Multiple Grading
Multiple grading enables teachers to assign grades in more than one area. For example, students can earn two grades: one for effort and one for performance. Multiple grading provides a way to grade students based on ability.

Grading for Effort
Some teachers use grading for effort with students whose ability is so low that they are unable to meet even minimum performance standards.

IEP Grading
Grades are assigned on the basis of student progress in meeting IEP objectives.

Pass/Fail Grading
Pass/fail grading involves establishing minimum criteria for a passing grade. Students who meet the criteria receive a grade of "pass." Those who fail to demonstrate the required skills and knowledge receive a grade of "fail."

Portfolio-Based Grading
Teachers assign portfolio grades based on evaluation of the authentic samples of student work that appear in a portfolio. Rather than emphasizing grades such as test scores, the portfolio approach relies more on holistic grades. This encourages reflective teaching, learning, and assessment.

Competency-Based Grading
With competency-based grading, students demonstrate attainment of required skills. Teachers establish criteria for successful attainment of competencies prior to instruction so that students know what is expected. Students then receive grades based on their progress in reaching specified criterion levels for each competency or skill. Teachers often list the required competencies on a checklist, which helps monitor student progress. Teachers assign grades according to the number of successfully mastered skills.

Point Systems
Point systems assign points for successfully completing learning activities, tests, and assignments. A sample point system may consist of the following: 10 points for each of 10 homework assignments completed, 20 points for each of 5 class quizzes, 50 points for completing the class project or paper, and 10 points for daily participation in class. Students can earn all the points or partial points for each assignment. Students receive an overall grade based-on the total points earned. Students with the highest point total earn an "A"; students with lower points earn lower grades.

Contract Grading
Contract grading involves having the teacher and the student sign a contract that describes the work that the student will complete within a specified time period. Students may contract for grades of "A," "B," or "C" depending on the amount or quality of work they complete. For example, students who contract for an" A" may be expected to write an extra paper during the grading period or complete specific enrichment activities such as documenting books, articles, or chapters read on a particular topic. The contract is written and signed prior to instruction. The teacher and the student then monitor progress in fulfilling the contract, and the teacher assigns a final grade at the end of the grading period.

Qualitative Grading
Qualitative grading relies on narrative statements that the teacher writes to describe the quality of a student's performance. Qualitative grading avoids numbers like point totals or letter grades from A to F. Instead, the narrative statements describe student performance, effort, attitude, behavior, interest, and learning style. For example, team teachers in an inclusion class may decide to evaluate the performance of a student with severe disabilities using qualitative rather than letter grading.

From: Venn, J. (2000). Assessing Students with Special Needs, 2nd ed. Columbus: Merrill Education.