Similarly, there are students who do not think the assessment-related activities are fair and do not see any benefit from them―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: “Here are a few things that you can do to raise your grade.” Students come away from this encounter with a perception of God as Someone who can be manipulated into granting favors.Īfter a few of these encounters, both teachers and students come to dread the grading process. A justice-oriented teacher is likely to reply: “You will get the grade you deserve―based on the quality of your work for the class.” 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 GradingĪt the end of each term or grading period, teachers are frequently approached by students asking: “What can I do to raise my grade?” 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