It’s been four weeks. The fall semester is ending, and one teacher has yet to grade the past two tests you’ve taken. It’s obvious that by the time you get your score, it’ll be too late to ask for extra credit or take a makeup test. Another teacher hasn’t returned a DBQ from weeks ago, and you’re left wondering how you are going to pass the upcoming AP Exam, if every time you receive feedback it is after you’ve forgotten everything. That presentation for another class from December? Your teacher said it would be worth as much as two tests, yet it is still blank on Jupiter, and you don’t know whether you have a 95 or a 75 in the class. If only there was a way to ensure that you could receive all your assessment grades on time, get necessary feedback when it actually matters, and have a solid chance to improve before it’s too late.
At THHS, students are expected to meet deadlines for their assignments, projects, exams, and presentations week after week. However, the same urgency is not reflected in the return of graded work, as outlined in the scenario above. While some teachers are prompt in providing feedback, others take weeks or even months to return written assessments or exams. This inconsistency leaves students often in the dark about their academic performance, unable to calculate their semester or overall averages, identify areas for improvement, or ask for extra credit opportunities in time. In a school culture where grades hold immense weight over students’ mental wellbeing, lacking this information can impact students. By the time grades are finally posted for some classes, it’s often near the end of the semester or marking period—too late to make meaningful changes.
A 2025 study by Australian professors Darren Paul Fisher, Gaelle Brotto, Iris Lim, and Colette Southam, published in the Assessment & Evaluation in Higher Education, found that “students express significantly lower levels of motivation if feedback takes greater than 10 days” (Fisher et al., 2025).
To address this problem, THHS should implement a two-week grading deadline for all assessments, ranging from traditional in-class exams to presentations or graded writing assessments. This policy would require that teachers return grades and feedback no later than two school weeks after the exam date or assignment due date. Two weeks is a reasonable timeframe, giving teachers ample opportunity to review student work thoroughly while ensuring that feedback is given in a timely manner. The 2025 study further supports this, stating, “feedback comments and a turnaround time are significant determinants of student motivation,” with 57% of students highlighting the importance of timely, thorough, and personalized feedback.
For AP courses specifically, not receiving feedback in time can delay students’ preparation for AP exams. A strict two-week deadline would break this cycle, allowing students to learn from their errors before moving on to the next assessment or exam.
Furthermore, a two-week grading deadline would have far-reaching upsides for both students and teachers. For students, it would reduce anxiety, increase motivation, and foster a more transparent learning environment. Knowing they will receive feedback and/or a numerical score within a set timeframe would allow students to focus on academics without constantly worrying about when—or if—their grades will be posted. Moreover, students would have more time to revise work when those options are available. By ensuring that feedback is delivered within two weeks, THHS can help establish a culture where students take ownership of their academic progress, becoming more independent self-starters.
For teachers, the policy would encourage better time management and organization, skills that are often taught to students for high school success. By setting clear expectations for grading, schools can help teachers manage workloads and avoid the common end-of-semester grading rush, where teachers often find themselves inputting grades from months ago.
Another reason a two-week grading deadline would be beneficial is that it aligns with best practices in assessment feedback. According to the Center for Teaching and Learning at UNC Charlotte, effective evaluation procedures “should be decided on when the course is in the planning stages,” and students should be made aware of these policies early on. By establishing a clear two-week grading deadline, THHS would demonstrate a commitment to thoughtful planning and transparent communication, which can “prevent student confusion—and possibly anger—later on.” This communication-based approach fosters a more positive and productive learning environment for all.
Some teachers may argue that a two-week deadline is unrealistic, given their already demanding workloads. However, this argument fails to recognize the importance of demonstrating the same time management skills expected from students. If students must meet strict deadlines for assignments, projects, and exams, it is only fair to hold teachers to a similar standard. Schools can support teachers by providing resources to help them manage grading more effectively.
Implementing a two-week grading deadline at THHS represents a balanced approach that respects both students’ needs and teacher workloads. By establishing clear expectations for timely feedback, our school can create an environment where academic growth is better supported, anxiety is reduced, and everyone is held to the same standards.
