Evaluation and grading are individual and unique components of the formal learning/teaching process. Both acts embrace moral as well as ethical concerns which demand thorough, reflective attention. As teachers, we must admit to the subjectivity of both and use that subjectivity in a positive striving toward fairness. Our concern should be with the progress of individuals whom we can affect in a personal way. The final assignment of a grade then becomes little more than a legitimizing symbol. (Author)