Grading for Equity: A Rationale and Guide for Instructional Change

摘要

This paper argues that traditional instruction and its grading practices are inherently inaccurate, inconsistent, and, too often, address students' non-academic behavior which introduces bias. We begin by briefly describing our background. Next we describe "traditional grading practice" to ensure our readers understand the practices to which we refer. We then elaborate on some of the issues we believe exist based on our reading of Feldman (2019) and also discuss alternative practices we believe overcome these issues, and then describe a planning process for implementing these better practices. Finally, we discuss the benefits we have experienced or expect as a result of using equitable grading practices.