The instructor writes a detailed description of the student's performance, occasionally using a checklist or some other form as a guide. Included are discussions of strengths and weaknesses, recommendations for improvement, detailed breakdowns of student progress in various aspects of the subject as well as any other comments and/or interpretations which may help the student, college personnel and future employers.
Students evaluate their own progress, either in writing or in a conference with the instructor. Often the self-evaluation is combined with the instructor's written evaluation and becomes a part of the student's record. Students evaluate their own progress toward the objectives they have set or those determined by the instructor. The student will normally have some input in establishing the criteria for the evaluation. Self-evaluation may result in the determination of a self-grade but this is not always the case.
The instructor decides upon the operational or behavioral objectives, determining the level of performance the students should strive for. Material is then organized so that the desired learning will take place. At the beginning of the course students are provided with complete information on: (1) what they are expected to learn, (2) how the learning will be tested, (3) what the criteria are for proficiency, (4) what levels of proficiency are required, and (5) what resources are available to help them achieve the mastery level they desire. Each student has considerable freedom with regard to pacing, resources, method of mastering material, and level of performance desired. Projects may be repeated until the student is satisfied with the grade.
Each student sets goals, ways of reaching those goals, and procedures for evaluating progress. The instructor reviews the proposed plan, makes suggestions, and negotiates with the student. Both teacher and student then agree on the contract as negotiated and sign it. Each contract includes an agreement as to how the student's grade will be determined. This will involve both the criteria to be used and who will actually do the evaluating. Both quantity and quality may be involved in the final judgment.
The teacher decides the criteria for a passing grade or credit. Any student meeting these criteria passes and/or receives credit; those who do not meet these criteria fail and/or receive no credit.
The teacher decides and announces to the class at the beginning that anyone who does the required amount of work will receive the blanket grade. Usually this is a "B", but it may be an "A" or a "C" depending upon the instructor's wishes. Sometimes it is permissible for those doing poorly to keep trying until the quality improves and some teachers giving blanket "B" or "C" grades designate extra projects which can be done to attain a higher grade. At this point the scheme tends to become a group contract grading system.
* Some of the material is paraphrased from Kirschenbaum, H., Napier, R. and Simon, S. WAD-JA-GET? The Grading Game in American Education. New York: Hart Publishing Co., 1971.