The research on grading practice over two decades is clear: grading practices are firmly held beliefs that are near and dear to the teaching professional. At a time when government, business and industry, and the general public are calling for an accountability of student knowledge and abilities, classroom assessment practices could be significantly undermining the multiple efforts of schools across the country. In this article, the author argues that students' grades should accurately reflect what students know and are able to do. Inconsistencies across schools, classrooms, and even within academic departments can lead to gross inequities for students. While teachers have little control over the state mandated tests they must administer, they do have control over many day-to-day measures, including how classroom assessment is implemented, and their own grade books and what is recorded in them.