Grading for Equity
by Joe Feldman · first published 2018
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2HN commenters
2021–2023first – last mentioned
100% neutral
"For some time, traditional (A - F) grading practices have been under fire from a wide range of stakeholder. Grading policies are wildly inconsistent from classroom to classroom, frequently misguided, uninformed, and frequently based on subjective judgments. Of even more concern, our grading practices exacerbate the achievement gap. It is well-documented that African-American and Latino students, boys, as well as special education students, are disproportionately suspended and expelled, influenced by teachers' unconscious but biased judgments of student behavior. Virtually ignored is how teach
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The authors of Grading for Equity spoke at my school and the experience was an interesting one: the Humanities faculty constantly tried to move the conversation toward the topics traditionally associated with "equity": systemic racism,…
on “Grading for Equity” ↗Some systems don't provide any other option, or make it very difficult to replace the default. I use a grading scheme closer to what the authors propose (although I was using my own system years before Grading for Equity was written) and it's a constant struggle to make Canvas do what I want. I basically have to do all my grading in a spreadsheet offline, and then just upload it into the Canvas gradebook. (Even then it…
on “Grading for Equity” ↗SO is a high school teacher. This is her primary complaint about how we do things today. She talks a lot about the book Grading for Equity. I'm of the opinion that traditional schooling is a bit of a zombie. There just isn't a way for an institution with that much inertia to keep up with a world that releases generalized search and chat-capable…
on “Why Everyone Feels Like They’re Faking It” ↗