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). 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 or progress, rather than the average of their performance over time. By eliminating or separating grading that penalizes students for behavior, participation, attendance, or timeliness from academic measures, teachers are increasing accuracy and reducing bias in their grading--these dockings do not represent a student's actual academic skills or progress and are therefore not in line with culturally responsive practices. 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. These measures are particularly supportive of students with learning disabilities and ADHD, as they can focus on showing what they know not only in multiple ways, but also without the additional stressors of needing to meet unrelated expectations. Finally, consistency is critical in equitable grading. In classrooms for older students, this looks like consistency in grading across subjects (e.g., use of a rubric).
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
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
Checking in with learners, or taking the time to talk with individual learners about their experiences or goals, is important for fostering a positive classroom environment.
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.
Discussing race with students can range from conversations on cultural celebration (e.g., celebrating the importance of diversity) to developing critical consciousness (e.g., understanding the impact of social inequities like racism and how to dismantle it).
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.
