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Students’ grades are altered for a variety of reasons in educational systems worldwide. While there has been considerable research on teachers’ grading practices, very little is known about the circumstances and reasons for grade alteration. This article closely examines eight instances where experienced teachers altered or were asked to alter students’ grades in secondary schools in Ontario, Canada. Essentially, the teachers’ responses were based on: a) the need for compassion; b) the desire to provide students with opportunity; and c) the intent to teach life lessons. This work highlights the moral complexity of classroom assessment, and it aims to provoke further discussion on the ethics of grade alteration. Classroom assessment (CA) can have serious consequences for students. Assessment results can affect students’ immediate lives, especially in school systems or families where grades are associated with rewards and punishments. Assessment results influence student motivation and self-regulation, which affect further learning in a compounding cycle. learning paths, scholarships, post-secondary opportunities, and career choices can all be significantly impacted by assessment results in the long term. A variety of formats are used to communicate about assessment results. letters represent ranges (e.g., A = 85 to 89%), numbers are used for levels, and sometimes written comments are provided. When assessment results are summarised using a number or letter, they are referred to as marks or grades. Determining marks or grades involves teachers in two distinct processes: first in rating or scoring students’ work (i.e., assignments, performances), and then in calculating final grades that are based on a collection of work. Both processes involve “professional decision making that depends on the teacher’s values and beliefs, experience, external

Altered grades: A grey zone in the ethics of classroom assessment