Grading is tough—especially when it comes to late work. Teachers often find themselves stuck in the middle, trying to be fair while also holding students accountable. I’ve been there, and after teaching in four different school environments and using three different grading systems, I’ve learned a lot about balancing flexibility with responsibility. It’s tricky, no doubt, but here’s how I approach it.
First, I’ve taught using standards-based grading, and while I loved the philosophy behind it, I’ve got to be honest—there were some major downsides. In a standards-based system, the focus is solely on the assessments. And while that sounds great, the problem is that students often neglect the “little things” —like vocabulary— because those don’t always show up on common assessments. Without the need to learn and apply all the skills, they didn’t build the grit they needed to succeed long-term. I also saw firsthand how it allowed some students to coast without fully engaging in the material.
On the flip side, grading without standards-based practices opens up the possibility of giving grades based on things like study habits or organizational skills. And I don’t think that’s a fair reflection of a student’s actual learning. My kids’ school even has a policy where the lowest grade you can get is a 50%. Even if an assignment is missing, they get a 50%. I get the idea behind this—it’s tough to recover from a zero. But, personally, I don’t think it always tells the real story of a student’s understanding.
So here I am, somewhere in the middle, trying to balance the needs of my students with the realities of grading.
My approach to late work and Grading
I take late work for full credit, but there’s a catch: I can’t give anything other than a zero if an assignment is never turned in. I’ve learned that there are a few things this strategy comes with:
Grading Can Be a Lot of Work: When students don’t turn things in on time, I end up with piles of late work to grade. By the end of the semester, some kids scramble to turn everything in at once, and it definitely adds to the workload.
Some Students Will Take Advantage: It’s true. Not all students, but some will push deadlines to the limit. They might end up learning a lesson on natural consequences, but it can be frustrating. These students tend to struggle more on assessments because they don’t keep up with the material. That’s on them, and it’s part of the learning process.
The Focus Is on Learning, Not Time Management: I set up my grading system so that the emphasis is on what students have learned—not whether they turned everything in on time. If they’re performing well on assessments, they’re doing fine in my class. Missing a homework assignment won’t destroy their grade.
I Make Sure My Assignments Have a Purpose: I don’t give busy work. Every assignment is purposeful—whether it’s for deeper understanding, to apply learning in a new way, or to practice a skill. Sometimes math just needs to be practiced thoroughly. No fluff, no filler.
Ultimately, every class, every student, and every school is different. There’s no one-size-fits-all solution, but my best advice is this: know your students. Tailor your grading practices to fit what will help them learn the content while also supporting their growth. If we focus on what’s best for them in the long run, that’s where we’ll find success.
What are your thoughts on late work? Leave a comment below. If you would like to read more about strategies for teachers, you will like this post on time-saving tips for busy teachers! Click here to have your life transformed! ;)
