Dustin Tatroe and Ghazali Abdul Wahab launch a two-part conversation on “grades that tell the truth,” focusing in Part 1 on accuracy—what grades should measure, why they often don’t, and how grading practices shape teacher workload and student motivation. They compare contexts in Singapore and the United States: Ghazali outlines Singapore’s high-stakes structure (PSLE with banded scoring, O/N Level exams, removal of midyear exams, and three weighted assessments plus a year-end exam that make up recorded grades), where most day-to-day work is formative and not entered into the gradebook. Dustin contrasts this with common U.S. practices where teachers frequently grade nearly everything, often required to post multiple grades per week, leading to 60+ grades per semester and significant grading volume.

They discuss stress and equity issues tie ...