Grading for Equity

1. Traditional grading practices are outdated and perpetuate inequity

Grades are clearly an extrinsic, contingent reward—if you perform well in the course you'll get a higher grade. Grades also function as an extrinsic, contingent punishment—perform well in the course or you will get a failing grade.

Historical context. Traditional grading practices emerged in the early 20th century, reflecting the industrial era's focus on sorting students for factory work. These practices, including the 100-point scale and averaging scores, are mathematically unsound and disproportionately punitive.

Perpetuating inequity. Current grading systems often:

• Reward students with more resources and support
• Punish students for factors outside their control (e.g., late work due to family obligations)
• Incorporate teacher biases in subjective categories like "effort" or "participation"
• Demotivate struggling students by making redemption mathematically impossible

By clinging to these outdated practices, schools inadvertently widen achievement gaps and reinforce systemic inequities.

2. Accurate grading focuses solely on content mastery, not behavior

If we want to interrupt and dismantle the education structures that have allowed and perpetuated the achievement and opportunity gaps, we have to find ways to reduce the influence of biases that operate without us even realizing it.

Content over conduct. Accurate grades should reflect only a student's level of academic mastery, not their behavior, effort, or circumstances. This means:

• Eliminating points for homework completion or classroom conduct
• Focusing solely on summative assessments that measure content knowledge
• Using standards-based grading to clearly communicate mastery levels

Benefits of accuracy. By separating academic performance from other factors:

• Grades become more meaningful indicators of learning
• Students understand the direct connection between content mastery and grades
• Teachers can address behavioral issues separately without conflating them with academic ability

3. Bias-resistant grading eliminates subjective criteria and environmental factors

Grades should be based on valid evidence of a student's content knowledge, and not based on evidence that is likely to be corrupted by a teacher's implicit bias or reflect a student's environment.

Removing subjectivity. To resist bias, grading should:

• Eliminate categories like "participation" or "effort" that invite subjective judgment
• Focus on clear, objective measures of content knowledge
• Use rubrics and standards-based grading to reduce ambiguity

Environmental equity. Bias-resistant grading accounts for differing student circumstances by:

• Not penalizing late work (which may be due to home responsibilities)
• Eliminating extra credit (which favors students with more resources)
• Providing multiple opportunities to demonstrate mastery

This approach levels the playing field and ensures grades reflect learning, not privilege or circumstance.

4. Motivational grading supports growth mindset and provides redemption opportunities

The way we grade should motivate students to achieve academic success, support a growth mindset, and give students opportunities for redemption.

Fostering growth. Motivational grading practices include:

• Allowing retakes and revisions on assessments
• Using minimum grading (e.g., 50% as the lowest possible score) to prevent mathematical hopelessness
• Emphasizing most recent evidence of learning over averaging all scores

Redemption opportunities. By providing multiple chances to demonstrate mastery:

• Students learn that initial struggles don't define them
• The focus shifts to continuous improvement rather than a single high-stakes performance
• Intrinsic motivation increases as students see direct connections between effort and results

These practices create a more supportive learning environment where mistakes are viewed as opportunities for growth rather than permanent failures.

5. Transparent grading clearly communicates expectations and paths to success

A student can hit any target that they can clearly see and that doesn't move.

Clear expectations. Transparent grading practices include:

• Using detailed rubrics to communicate criteria for success
• Implementing standards-based grading to show specific areas of mastery
• Providing exemplars of high-quality work

Student empowerment. When grading is transparent:

• Students can self-assess and set meaningful goals
• The path to improvement becomes clear and actionable
• Trust increases between teachers and students

By "lifting the veil" on grading practices, teachers create a more equitable system where all students understand how to succeed.

6. Equitable grading separates academic performance from "soft skills"

Equitable grading distinguishes and connects the means for learning effectively—the "soft skills," the practice, the mistakes—from its ends—academic success, and utilizes the broad and diverse universe of feedback and consequences, of which only one part is a grade.

Decoupling skills and grades. While "soft skills" like time management and collaboration are important, they should not be included in academic grades. Instead:

• Provide separate feedback on soft skills development
• Help students understand the connection between these skills and academic success
• Use alternative methods (e.g., self-reflection, peer feedback) to build soft skills

Focus on self-regulation. The most critical soft skill for long-term success is self-regulation. Equitable grading practices can foster this by:

• Teaching students to set goals and monitor their own progress
• Providing opportunities for self-assessment and reflection
• Creating a "community of feedback" where peers support each other's growth

By separating soft skills from grades, teachers can more accurately assess academic mastery while still developing crucial life skills.

7. Implementing equitable grading requires a shift in mindset and practices

Reading this book will make you re-think the way you assess students and will inspire you to enact a system that encourages revision and redemption instead of compliance and corruption.

Mindset shift. Moving to equitable grading requires educators to:

• Question long-held beliefs about the purpose of grading
• Recognize how traditional practices may perpetuate inequity
• Embrace a growth mindset for both students and themselves

Practical changes. Key steps in implementing equitable grading include:

• Adopting standards-based grading systems
• Eliminating penalties for late work and providing retake opportunities
• Focusing solely on summative assessments for grade calculations
• Using rubrics and clear communication to increase transparency

Overcoming challenges. Educators may face resistance from:

• Colleagues accustomed to traditional practices
• Parents concerned about college admissions implications
• Students initially confused by new systems

However, the long-term benefits of increased equity, motivation, and accurate assessment of student learning make this shift worthwhile.

Last updated: November 9, 2024