Making Sense of College Grades - Why the Grading System Fails

In this review of Making Sense of College Grades, the author examines why conventional grading often undermines learning in higher education. The book will appeal to educators, department chairs, and campus policy makers who want a clear, historical, and practical critique of grading systems; its single biggest reason to buy is the detailed tracing of grading practices from the first recorded grade point average to present policies, which helps readers understand how current norms emerged and what can be changed. This review highlights the book's evidence-driven perspective and practical implications for reform-minded readers.

Key Features

• Historical context: Traces the origins of grading and the nation's first recorded grade point average to explain how past practices shaped modern assessment culture.
• Systemic critique: Exposes structural faults in higher education grading that can distort motivation and misrepresent student learning.
• Policy analysis: Examines current practices and institutional policies so administrators can identify specific areas for reform.
• Practical insight: Offers actionable ideas about how grading functions as both a motivator and a measure, useful for altering classroom practice.
• Accessible writing: Presents complex issues in a clear, readable way so faculty and education professionals can engage without specialized jargon.

Who It's For

The book is best suited for college instructors, academic leaders, and educational researchers who want a thoughtful, evidence-informed critique of grading and its consequences. Faculty looking to rethink assessment strategies or departments considering policy changes will find the historical framing and policy analysis especially helpful.

Those seeking a step-by-step textbook on how to regrade every course or a workbook of ready-made rubrics should look elsewhere; the book focuses more on causes, context, and high-level solutions than on granular classroom templates.

Pros & Cons

Pros

• Illuminates the historical roots of grading, making it easier to question current assumptions.
• Connects policy and practice by showing how institutional choices shape student outcomes.
• Readable analysis that invites educators into practical conversations about reform.

Cons

• Not a how-to manual for immediate classroom implementation, so instructors needing ready-made tools may need supplemental materials.

Specifications

Title	Making Sense of College Grades: Why the Grading System Does Not Work and What Can be Done About It
Author	Ohmer Milton
Focus	Grading practices in U.S. higher education
Scope	Historical origins to current institutional policies
Audience	Educators, administrators, education researchers
Topic	Education theory and assessment

Our Verdict

Making Sense of College Grades is a valuable, well-argued resource for anyone seeking to understand why grading often fails and what systemic changes might help. It is good value for academic leaders and thoughtful instructors because it combines historical insight with policy analysis, making it a strong starting point for practical reform conversations.

Frequently Asked Questions

Does this book explain how grading began?
Yes, it traces the historical origins including the first recorded grade point average to show how grading practices developed.

Is this a practical classroom guide?
The book focuses on analysis and policy; it suggests practical directions but is not a step-by-step workbook of rubrics.

Who benefits most from reading it?
Educators, department chairs, and policy makers interested in assessment reform will get the most practical value.