Abstract

Grades are an essential university currency, used to determine:

  • Scholarships
  • Retention
  • Graduate school admission

Educators are rarely encouraged to examine their own grading policies.

Traditional grading practices have perpetuated achievement gaps – particularly for our historically underrepresented students

  • Learning (competence) takes time – our grading practices should recognize this
  • Students should have a clear understanding of the knowledge, skills, values, and/or cognitive/affective processes they are expected to will demonstrate upon completing a lesson/unit/course activities
  • Essential to support and promote students’ ownership and investment in their learning – equitable grading practices

Disciplines

Education | Educational Assessment, Evaluation, and Research | Social and Behavioral Sciences

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