Equitable Grading
Overview
Equitable grading systems and practices reimagine how to communicate student progress and mastery through various methods that reduce subjectivity and increase opportunities to learn. Equitable grading practices typically focus on students' mastery of content (i.e., the product) or change in performance (i.e., student's progress). Progress, for example, may be better suited for students with significant cognitive disabilities. In this way, teachers take a growth mindset by evaluating a students' progression toward a standard. Regardless of whether a teacher uses grading for progress or product (or a mixture of both), equitable grading assumes that there is clarity among all stakeholders (e.g., students, parents, teachers) in how assignments are evaluated. What is entered as a formal grade–and the process to get there– must be clear to students and parents from the beginning and reflect students mastery rather than the average of their performance over time. Teachers can practice equitable grading in several ways that increase accuracy and reduce bias by eliminating or separating grading that penalizes students by deducting points for behavior, participation, attendance, or timeliness from academic measures. These measures are particularly supportive of students with learning disabilities and ADHD, as they can focus on showing what they know without the additional stressors of needing to meet unrelated expectations. Additionally, equitable grading policies often include replacing the use of zeros and averaging performance over time with practices that emphasize progress toward mastery such as offering the opportunity to retake assessments, adjusting grading scales, and using portfolios. Finally, consistency is critical in equitable grading. In classrooms for younger children, this looks like consistency in grading across subjects (e.g., use of a rubric and the provision of it to students) and perhaps across teachers within the classroom.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Culturally Responsive Strategies
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Developing cultural awareness as an educator is an ongoing process that includes a recognition and appreciation for the full diversity of students and an understanding of how one's own Identity intersects with students' Identities.
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A first step to supporting learners is truly understanding who they are.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Learning about students' cultures and connecting them to instructional practices helps foster a Sense of Belonging, increase positive student Identity development, and mitigate Stereotype Threat.
Culturally responsive texts include those that reflect different facets of students' identities, including race, ethnicity, gender, socioeconomic, and disability status, as well as the intersections of those identities.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Translanguaging is a flexible classroom practice enabling students to listen, speak, read, and write across their multiple languages or dialects, even if the teacher does not have formal knowledge of these additional languages.
