Which grading practice involves giving higher grades based on previous experiences rather than current performance?

Grading by Assumption refers to a practice where educators assign grades based on preconceived notions or past experiences with a student, rather than evaluating current performance or mastery of the material. This method can lead to discrepancies in assessment, as it does not accurately reflect a student's abilities or progress in the subject matter.

In contrast, other grading practices focus on specific criteria or improvements, ensuring that evaluations are based on current performance rather than assumptions or past interactions. For example, grading in absentia may apply when a student is unable to attend classes or submit work, while grading improvement only emphasizes a student's growth over time. Grading with warm fuzzies often involves giving leniency or positive reinforcement unrelated to actual performance metrics.

Therefore, grading by assumption is distinctive in that it prioritizes an emotional or subjective interpretation of a student's capabilities rather than relying on objective measures of current achievement. This practice underscores the importance of fair and equitable assessment in educational settings, emphasizing that grades should be grounded in tangible evidence of learning.