I will primarily focus on one assessment taskвЂ•how data should be used in decisions related to assigning grades. This framework will include suggestions for balancing both justice and mercy, and it will also recommend broad principles that can be applied by teachers in their assessment planning and decisions. I will propose a framework within which assessment can be positive for both teachers and students. In this article, I propose that teachers in Christian learning environments discover principles to use as a basis for their assessments and grading that are based on how God uses assessmentвЂ•how He deals with humans when making salvation decisions related to them. In order for classroom assessment and grading procedures to be positive, fair, and accurate, teachers need a new framework to inform their assessment practices. The goal of this article is to suggest principles that will enable a teacher to maximize both justice and mercy in the grading process. Many times, teachers will over-emphasize the justice aspect of grading to the detriment of mercy or vice versa. Similarly, there are students who do not think the assessment-related activities are fair and do not see any benefit from themвЂ•they think such activities are handled vindictively and with little mercy, viewing them as extrinsic motivators. Many teachers feel frustrated during assessment activities and guilty after completing them. Many teachers and students have a negative view of assessment-related activities such as assignments, quizzes, exams, and grades.

How can a Christian teacher balance both justice and mercy appropriately in grading? While teachers must adhere to grading policies set by their school administration, conference, or state, they can make decisions regarding how best to apply these policies. On the other hand, a mercy-oriented teacher is likely to reply: вЂњHere are a few things that you can do to raise your grade.вЂќ Students come away from this encounter with a perception of God as Someone who can be manipulated into granting favors.ДЄfter a few of these encounters, both teachers and students come to dread the grading process. A justice-oriented teacher is likely to reply: вЂњYou will get the grade you deserveвЂ•based on the quality of your work for the class.вЂќ Students in church schools who view the teacher as a model of Christian behavior come away from this encounter with a perception of God as One who sternly administers justice. Artboard 1 Balancing Justice and Mercy in Classroom Assessment and GradingДЄt the end of each term or grading period, teachers are frequently approached by students asking: вЂњWhat can I do to raise my grade?вЂќ They perceive that if justice is applied, they will get a poor grade, and they are asking for mercy.

Do not hesitate show no mercy