This evening I find a message in response to my previous thoughts, unsigned possibly for a variety of reasons - all understandable - that goes

"if you dislike the idea of grades... why do you grade so harshly? why must you give people grades that show other people they are not succeeding when you know that the grade is not truly what is important? paradoxical"

Ouch. I need to unravel my thoughts about this. I honestly don't feel that the grading I do is notably harsh. I try to make a point of keeping each student's grade on any assignment private.

First, to my correspondent: if you are one of my students and are upset about a particular grade or my grading practices in general, please come see me. I desire face to face communication. I do not hold grudges against people who raise questions about my practices. Still, I know that this can be intimidating, so I suggest that you see your counsellor, explain your concern, and ask him or her to speak to me about those concerns without revealing your identity. I suppose that is somewhat workable, though it may prevent me from addressing your particular issue.

Next, I suppose it is possible that this question is aimed more generally at the fact that, given my expressed feelings about grades, I persist in grading not only "harshly" but at all. In short, it's a more theoretical question. People who know me know that I'm always happy to jump into a theoretical discussion - as long as it really is theoretical and isn't just a thinly disguised personal critique. So let's be clear about our intentions.

I wrote previously that grading is a "torment," and I mean it. I struggle daily - in many areas - to keep my theory and my practice in synch with each other. Grading is one spot where I fail as often (or more) than I succeed. Why is that? Because, simply, I am not the King of the World. I'm a tiny part of the system, am answerable to many higher powers that demand grades. Yet my correspondent suggests that if I hold such negative opinions about grading I might at least subvert the business somehow by being less "harsh" (which term, again, I do not completely understand or own). I'm not sure how that would work. "Give us all A's." Well, I could do that - for a semester, maybe. But then you wouldn't have Br. Tom to kick around any more. I'd be off planting a garden somewhere, writing my memoirs.

Every teacher owes it to students to be clear, consistent, and fair in grading practices. I have no doubt that there is room for improvement in my approach. I'm open for suggestions ... which means I will consider every idea submitted in a sincere spirit, i.e. whose aim is not merely self-serving (to improve one person's grade) but group-serving (to increase the clarity, consistency, and fairness of my practice).

Grading is a huge topic that rarely gets discussed in school - outside of a particular student's concern with a particular grade. I would be happy to have an online discussion about The Theory and Practice of Grades with anyone who cares to jump in - as long as certain ground rules can be agreed upon.