Conversations surrounding the meaning of traditional grades and how they influence student learning continue to circulate, especially in light of alternative grading approaches, the impact of AI on feedback and assessments, and grading structures in different course modalities. However, grades remain an important indicator of student success and should reflect whether students are meeting course learning outcomes. Midterm grades let students know how they are progressing in a course at the halfway mark, a critical time point at which the student can still make meaningful changes to their learning strategies or plans before the end of the semester.  

Thoughtful implementation of midterm grades can be valuable to students. Teaching them to have autonomy and agency in their learning and academic performance, providing motivation and support to redirect study behaviors, and working with growth mindset messaging can help students see their capabilities and areas for improvement. 

However, even when faculty fully understand the benefits of midterm grades, it may be less clear as to how to assign them in a way that accurately reflects student learning and performance. One challenge may be if the course has been structured so that more high-stakes assignments (i.e., projects, papers, large exams) are in the second half of the semester. Another may be in a course that is predominantly discussion-based or has few grade components. In both of these cases, students may not have had the time or gotten the feedback needed to successfully gauge their progress in the course and make appropriate corrections. This could impact not only final course grades, but it is also a missed opportunity for students to practice the reflective process on their learning. 

Early Assessments to Support Midterm Grades

A few simple updates to your course design can mitigate these challenges and, at the same time, make midterm grades more meaningful to students. Looking over your course calendar, are there places where you could add early assessment(s) prior to the midterm? If so, a few options are to:

Provide low-stakes formative assessments

Frequent smaller assessments, even when they are not individually worth a large percentage of the overall course grade, can reveal whether students are keeping up with the course requirements. These don’t need to take a lot of instructor time; in some cases, they can be short and automatically graded. 

Examples could include Moodle quizzes, in-class online polls, sets of homework problems, short reflective writing pieces, or exit tickets.

Scaffold major assignments

Consider breaking larger projects or papers into smaller components, each with its own feedback and assessment. Not only does this provide students with a structured way to complete their project (ideal for supporting students with time management), but it can also help students reflect, make adjustments, and revise work prior to the final due date. 

For example, a paper could include an early literature review, research proposal, or section drafts. A design project could include a concept storyboard, a model, or a proposal. Presentations could require an outline, a slide deck draft, or an initial transcript.

Use authentic assessments

Measure what matters. Midterm grades should provide a snapshot of where a student is in their learning journey based on what you want students to know or do by the end of the class. For example, a coding course with a learning outcome for students to fully build an app could include assessments of smaller coding assignments, brainstorming, or wireframing to contribute to midterm grades. Other authentic assessments that lend themselves well to scaffolding include case study analysis, portfolio development, professional or client-based projects, or performances.  

Assess learning outcomes during discussions

Ideally, classroom or virtual discussions are associated with defined observable and measurable outcomes (i.e., using evidence to support reasoning, active listening, analyzing others’ responses, tying course material to the real world). You can assess participation through observing the quantity and quality of responses, or use a rubric based on criteria tied to the learning outcomes.

Communication and Feedback Strategies

Regardless of whether you are using new or established early assessments to assign midterm grades, it is important to remember that midterm grades are not meant to be punitive. Rather, they should be supported through transparent communication with students. 

• Clearly describe your grading plan in the syllabus and discuss it with students
• Communicate the “why”: Explain the benefit of early and often assignments and how they can use them to be successful (OU Midterm Grades for Students)
• Provide purposeful feedback: Use rubrics or other forms of clear criteria to give timely and actionable feedback
• Make grades and assessment feedback accessible to students by using the Moodle gradebook consistently
• Use growth mindset messaging to encourage students to make positive changes

Midterm grades represent an opportunity for us to model metacognitive strategies, a powerful tool to support lifelong learning. They teach students to seek feedback, reflect on their progress, and adjust their habits to improve outcomes. For midterm grade deadlines and more, see the OU Midterm grading process.

About the Author

Sarah Hosch is the Faculty Director of the Center for Excellence in Teaching and Learning and a Special Instructor in the Department of Biological Sciences at Oakland University. She teaches all levels of biology coursework and her interests include evidence-based teaching practices to improve student learning gains and reduce equity gaps in gateway course success. Sarah loves exploring nature, cooking, and exercising. 

Others may share and adapt under Creative Commons License CC BY-NC. 

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